An in-service teacher training course is described, designed for teachers of a new course in sixth-grade science, and presented partly by mobile teams and partly by radio. Planning of the content and presentation of the teacher training was done by a committee of five teachers and two others. (CTM)

Investigated was the relationship between spatial visualization and cognitive development in a sample of 88 Australian freshman teacher education students. Results support the hypothesis that enhanced capacity to visualize is an outcome of overall cognitive development. (HM)

Through the use of science-reading kits, one teacher develops practical application of children's reading skills. Each child designs and builds appropriate materials for science learning kit on the subject of his/her choice. (SA)

Science learning experiences and activities for primary-aged school children, are suggested. They are intended to contribute to development of spatial conception in students. (SA)

Describes a science activity using gummy worms to help primary students develop the mathematical skills of measurement concepts, units of measure, estimation, and graphing needed for science learning. Groups of two begin by estimating the number of gummy worms in their package and identifying the colors they expect to find. Individual worms are…

Scientific illiteracy in society begins in grade school, but preservice elementary teachers typically take only one or two disconnected science courses towards certification. Faculty from four disciplines developed an integrated science course tailored for elementary education majors. Students learn the importance of a well-rounded scientific…

Describes a study to investigate how effectively concept mapping can be used to focus children on their own learning in science and to provide a way of describing their own achievements. Findings indicate that some children were able to identify specific targets for future learning. Motivation and metacognition were the main areas of benefit. (PVD)

Describes "Write Now," a writing-to-learn math and science program promoting academic gains and student involvement. Describes how students begin class by writing an answer to an open-ended question dealing with the previous lesson, noting that monitoring oral and written responses allows for evaluation of understanding. Lists criteria…

Argues that science may be presented as a continuing effort to improve existing knowledge. Analyzes a three-month discourse by sixth graders, showing that the basic commitments enabling scientific progress can be realized in elementary schools. Suggests that people need to be able to move freely between scientific and other modes of thought to be…

Gives historical account of research and practices associated with precollege science laboratories. Described three social contexts of research on science laboratories: separation, interaction, and partnership. Argues that more partnerships are needed to continue improvement to the science laboratory, suggesting that future partnerships will…

Examined are objectives written by elementary, junior high, and high school teacher committees while developing and revising science curricula for their schools. The objectives were examined for classification into the six levels of Bloom's Taxonomy. Research methods, data, results, and implications of the research are discussed. (CW)

Presented are 35 activities that center around television and newspaper weather reports. Geography, weather, and other disciplines are included as well as various grade levels. Available resource materials are listed and their uses explained. Parent, administrator, and other faculty member involvement is emphasized. (KR)

Presented is a poster and article which details the process of obtaining minerals from the earth and refining them for use. On the reverse is a chart of helpful mineralogy information. A list of four information resources is included. (CW)

The question of how children solve force and motion problems in computer simulations without explicit knowledge of the underlying physics was investigated. Keystroke sequences made by children were saved and analyzed, and children were interviewed to understand their perception of the relationship between keyboard input and on-screen action. (CW)

Discussed is the philosophy of the educational purpose of science education, the science involved, and the relationships of students and learning and students and content. A list of 14 references is included. (CW)