Compares group differences in strategy learning, use, and transfer to a more complex task for two groups of elementary students (N=48). Asked to perform three tasks in classifying igneous rocks, the groups differed in whether they received advice on the use of a specific strategy for performing each task. (CS)

This article tries to provide both a justification for primary science and an introduction to the kind of science which can be fostered by nonspecialist class teachers in primary schools. (KC)

The author describes the views of Stewart Redman on teaching science to children. Four main ideas are advanced--energy, structure, chance, and life. He believes that science education for young children can help the child to make sense out of the world around him. (KC)

Reviews data suggesting that elementary school science may be disappearing. Discusses these points: decreasing amount of class time for science, decline in physical science knowledge, feelings that science and social studies create problems for teachers, amount of money spent, the increasing complexity of science, and student interest in science.…

To prevent increasing personal injuries and property loss, teachers need to educate themselves and their students about geological hazards. The author discusses earthquakes, downslope movement, dam failures, shoreline erosion, and other geologic hazards. Information on suggested teacher resources is provided. (DS)

Presents a variety of elementary games and learning activities for language arts, reading, math, and science which all relate to the theme of dinosaurs. (SJL)

Suggests how elementary teachers can go beyond the science text and use commonplace materials to create science experiments which sharpen students' observational skills and their ability to formulate testable hypotheses. Seven experiments are outlined, using materials such as paper, cotton socks, and mayonnaise. (SJL)

With field trips curtailed by budget cuts, this elementary teacher provides outside learning experiences in science and social studies by encouraging her students to write letters. In this way, students have requested learning materials, invited guest speakers to visit the class, and learned about other countries through pen pals. (SJL)

Discusses how minicourses offered to elementary school teachers can provide background information and experiences in topics such as aquatic biology and environmental education. Presents results of a questionnaire that evaluates the effectiveness of this approach in aiding elementary school teachers to teach science. (CS)

The role of the social group in learning at science centers is discussed. The author emphasizes that science centers can contribute to formal science education, although the environment is informal and the learning is not sequential. (Author/SA)

Described is a creative approach to the use of contact slides as a means of student participation in a learning unit on animal classification. The finished product is a slide presentation in which students themselves have made the slides and taped the narration. (CS)

Illustrated and described is a convection box for classroom use to stimulate concept development in elementary school children. Other equipment and apparatus that may be used in open-ended science activites are listed. (CS)

Describes the process of collecting and maintaining a culture of protozoa. Instructions are also given for constructing a micropipette for transfering small organisms. (SA)

Factors related to the success of implementing elementary school science program changes are discussed. Decisions must be based on continuing teacher needs assessments, strengths and weaknesses of the maintenance system, community awareness, and observations of consequent student behavior. (BT)

Describes and details the construction of a land-water environment using an aquarium and variety of terrestrial and aquatic materials and organisms. Suggests activities such as identification of organisms, observation of predator-prey interactions, construction of food webs, and recognition of interdependence of biotic and abiotic factors. (CS)