It would appear that the only true homogeneous classroom is one occupied by one teacher and guiding one child.'' A teacher can, however, modify instruction to provide for individual differences. (Author/RH)

Pleads that authors distinguish between process" as an end of science instruction (knowledge about how scientists work), and process" as a means of instruction (students investigating, measuring, observing, reading, etc., in the manner of scientists). (AL)

Poses a series of questions to start student investigation of the effect of varying the dimensions of a piece of grass or other flat ribbon of material on the sound that is produced when it is used as a reed between the thumbs. (AL)

Provides a photograph of a football crowd and poses several questions that could be used in instruction in mathematics and science. (AL)

Discusses the advantages of using reptiles in biology and elementary school classes, describes demonstration techniques used by the author, and suggests some student activities using reptiles, especially snakes and lizards. (AL)

Recently a great number of books have been printed that are written and illustrated nicely and deal with sophisticated science content. Provides a list of such books in different science areas. Books are categorized as easy to read, medium difficulty, and challenging. (PS)

When tested outdoors, students receiving instruction in observational astronomy in a planetarium performed better than students taught using a normal classroom with a celestial globe. (AL)

Archaeological programs can be started in elementary schools. Description of an actual program used in Iowa is presented. (PS)

Methods of teaching material related to space science are described. (DB)