Besides evaluating the Science-A Process Approach (SAPA) program, this study was undertaken to permit some assessment of generally accepted notions of curriculum change. It was proposed that students pursuing the SAPA program, when compared with those in a traditional program, would show a better understanding of science processes, have an…

This is a collection of over 50 bulletin board displays suggested for use in the elementary (K-8) science classroom. The recommended grade level for each is given, purpose stated, and relation to units in the curriculum given. Also included are general tips on making effective bulletin board displays. This work was prepared under an ESEA Title III…

This science guide is developed to assist North Dakota school and administrative personnel in developing coordinated programs in elementary science suitable to their own needs and resources. The guide offers sample objectives to be used in developing a list of behavioral objectives; outlines for developing a scope for the program; offers…

Although this pamphlet is intended as background material for teachers in English primary schools changing to the System International d'Unites (SI units), the form of the metric system being adopted by the United Kingdom, the educational implications of the change and the lists of apparatus suitable for use with children up to 14 years of age are…

This study attempted to establish a hierarchy of characteristics for the elementary school science teacher based on the preference of elementary children, preservice teachers and in-service teachers. Teacher characteristics were classified into five categories: knowledge and organization of subject matter; adequacy of relations with students in…

This study was designed to assess the effectiveness, with respect to science process skill development, of the elementary science curriculum designed by the Science Curriculum Improvement Study (SCIS). The assessment was made by statistically comparing the scores on "The Science Process Instrument" of two groups of students. The…

Reported is a summary of inservice programs held in North Carolina for implementing the Science Curriculum Improvement Study (SCIS). The workshops were five days in length and dealt with the philosophy of the program, instructional methodology, lesson content, use of materials and organisms, and use of the program for environmental education and…

Describes a teaching method employed to teach sex education using the Australian Science Education Project (ASEP) unit, "Males and Females" and presents two prerequisites needed for a teacher to handle this unit successfully. (GS)

Suggestions are made for using traditional Halloween activities, such as jack-o'-lantern carving, bobbing for apples, and trick-or-treating, for classroom learning. (SJL)

Kite flying as a fun class project is proposed as a way of letting students apply what they've learned about air. A design for a kite made from a trash bag is provided, as are kite flying tips and resources. (MT)

A study is described which demonstrates that children create naive theories of science that are highly resistant to change, even when other concepts are seemingly understood. Ways of promoting conceptual change in children's understandings of how the world works are suggested. (MT)

The purpose of a child's participation in a science fair is to experience learning. Seven steps to creating a successful project are described. (MT)

Magic can stimulate children to think creatively and retain what they learn. This article offers tips and step-by-step instructions to bring magic into the classroom. Children learn scientific principles, are required to read and follow sequential instructions, and are encouraged to stand in front of the class. (MT)

Several ideas for observing insects and soil animals in the classroom are provided. Also provided are: (1) procedures for making insect cages with milk cartons; (2) suggestions for collecting and feeding insects; and (3) techniques for collecting and identifying soil animals. (BC)

Presents answers to 11 basic questions for teachers involved in science fairs. Selection of topics, judging criteria, parental cooperation, project safety, state/national competitions, and other topics are addressed. Each answer includes references to other related literature. (DH)