Twenty-five years of research comparing student performance in NSF-funded science curricula to student performance in traditional courses was examined as part of a comprehensive synthesis of science education research. These curricula were found to be consistently more effective, suggesting that their philosophies/strategies/materials be…

Reviews research on demonstration versus small group instruction in four phases (up to 1926, 1926-1946, 1946-1960, and 1960-present), reflecting progressive stages with respect to the development of the investigational techniques used in the studies. (Author/JN)

Based upon the overlap of science education and environmental education, an elementary and secondary school science curriculum is proposed which vertically and horizontally integrates the themes of energy and the environment into science. Topics discussed include instructional materials and teacher education. (DC)

Reviews common wild, cultivated, and household plants which may be harmful to humans by causing allergic reactions, dermatitis, physical injury, or internal poisoning. Includes brief descriptions of plants, their potential harm, and some illustrations. (DC)

Information is presented, based on two visits to the USSR combined with a reading acquaintance of Soviet science education, about education in science in Soviet schools. (PB)

Evaluated attainment of Nigerian Primary Education Improvement Program's objectives in terms of students' ability to practice process skills, their interest, active participation in and understanding of science lessons, and the availability of materials and ease of preparing and teaching the lessons for teachers. (Author/SK)

Reports results of a study which identified differences between schools (N=64) which accepted, rejected, or made exploratory use of an innovative marine curriculum. Includes brief descriptions of course units and the study's implications. (DS)

Lists science/art activities which involve students in general observation and imaginative visualization. (CS)

Two kinds of summer science camp experiences for elementary children are described. The program is intended to provide elementary teachers and preservice teachers with a chance to practice their science teaching skills. The Day Camp (K-3) emphasizes the senses and the Overnight Camp program (4-6) emphasizes instruction in science. (SA)

Describes a quantitative hands-on approach for teaching science to elementary school teachers. Program materials have been presented to students in undergraduate elementary teacher education and to teachers in the Chicago metropolitan area. The program has resulted in measured improvement in science skills of elementary school children. (Author/SK)

Describes the three phases of the development of the pilot project on science concepts learning which was designed to be implemented nationally by the participating countries of the Southeast Asian Ministers of Education Organization (SEAMEO). (HM)

The three stages of evaluation of the instructional modules of the Crustal Evolution Evaluation Project (CEEP) are described. Self-instructional evaluation procedures were developed and used. These are presently available to science educators through NAGT or the ERIC system. (SA)

Presents accounts from primary teachers as they worked toward fostering questioning. Techniques included providing good stimuli for questions, having students share thoughts in groups of increasing size, and modeling good questions and question-asking. (PVD)

Discussion of learning processes examines past educational practices and considers how CD-ROM technology can impact teaching and learning. A lesson plan for elementary school science that uses a CD-ROM encyclopedia is presented that includes instructional goals, performance objectives, teaching and learning activities, and assessment methods.…

Provides five fully developed library media activities that are designed for use with specific curriculum units in elementary school reading and language arts and science, and secondary school social studies. Library media skills, objectives, grade levels, instructional roles, evaluation, and follow-up are described for each activity. (LRW)