Twenty second- and third-grade children were tested on their ability to make judgements of certain area and volume equivalences. The children were then presented a conservation-of-liquid task. Of the 17 children who gave correct conservation responses, only two had solved the area and volume problems. Thus, contrary to what is suggested by…

This manual is intended as a reference. Teachers who use it should select the materials best suited to their work. The first part of the manual is devoted to the sense of sight, for that is of fundamental importance in understanding why certain practices are recommended. The next section presents the principles of light control and of lighting for…

Three experiments are presented in this Science Study Aid to provide the teacher with some fundamental air pollution activities. The first experiment involved particulates, the second deals with microorganisms, and the third looks at gases in the atmosphere. Each activity outlines introductory information, objectives, materials required, procedure…

These proceedings include abstracts of the formal papers presented during a conference in Philadelphia on December 8 and 9, 1967. The conference, sponsored by Research for Better Schools, Inc., was concerned with individualization of science instruction, particularly in elementary schools. Thirty-three scientists and science educators from various…

This booklet is one in a series of instructional aids designed for use by elementary and secondary school science teachers. First, the original natural scene of the eastern portion of the United States is described, from the Atlantic Coast to the Mississippi River, as it probably was before European man invaded in great numbers. How local…

The University of Northern Colorado allowed the Department of Science Education to convert a room into a classroom museum called the Zooroom City. The classroom contains 85 stuffed or injected animals and 30 live animals. The room is used eight hours a day, six hours for college methods classes and two hours for elementary students. Questionnaire…

This unit is designed to introduce the marine environment to those with little or no previous related background. Students define the marine environment, participate in group discussions, view movies, investigate oil spills, and write environmental impact statements. The first three sessions are designed to take three hours with the composition of…

This is one of a series of units for environmental education developed by the Highline Public Schools. This unit provides a number of activities to introduce students to ways of studying biotic communities, help them become good observers, and provide them with opportunities to use their skills. The materials include suggested activities, and…

This newsletter presents: an essay by Dr. Bentley Glass recalling his personal experiences with the early development of BSCS; an essay by Dr. William V. Mayer, Director of BSCS, outlining in detail the BSCS process of curriculum development, including detailed flow charts; and a guide to BSCS learning programs and materials. (SL)

This article describes the use of individualized science lessons for primary grade children at a residential children's center school. The lessons were designed in activity style for one or two children working along and apart from the main class. Verbal encouragement and praise were abundant. Tangible reinforcement was a must. (EB)

An active, materials-centered approach to learning, using the Science Curriculum Improvement Study (SCIS) is described in its use at a school for the hearing impaired. (EB)

Describes exploratory activities for a young child seeking to become acquainted with the world in which he lives. (EB)

Concluded that sixth-graders in inquiry-oriented science classes perceived cooperation between students; those in textbook-oriented classes perceived competition between students. (MLH)

Found that the following variables significantly affected the students' performance of a task involving science skills: type of rule and number of attributes used in the prediction task, and whether the student was given a verbal description of the rule to be used. (MLH)

Using interaction analysis, studied the classroom verbal interactions of three types of elementary science classes: not using a process-promoting curriculum; using a process-promoting curriculum, with or without a consultant. Among the findings was that teachers who interacted with a consultant were more indirect in their teaching. (MLH)