This book seeks to improve the way science is taught in the elementary school. It suggests that there are three main contradictions that make it difficult for teachers and students to engage in meaningful activities from which understandings result. The central issues in this book are framed in terms of three dichotomies that lead to tensions…

This study attempted to assess the effectiveness of a science program implemented by two elementary science specialists in a school district in a Western state. The study aimed to compare the potential of elementary classroom teachers and elementary science specialists to implement the reform vision for elementary science education in grades 4-6.…

Presents an overview of preschool science education as it has developed over the past decade, and examines some of the promising signs and problem areas in this field. Aims to provide teachers, researchers, and program planners with ideas that can be utilized in science program development at the preschool level. (JR)

Describes the owls of the Rotating School Zoo which travels to all the schools in Seattle (Washington) for lecture-demonstrations in wildlife conservation. Outlines the behavior and major characteristics of owls. (JR)

Describes one of the several pedagogical techniques used in science methods courses to prepare teachers for effective elementary science teaching. This activity involves the preservice teacher in a low-ratio teaching experience and is designed to foster a self-analysis of the techniques used. (Author/JR)

Reports favorable results of a process-promoting curriculum installation endeavor, involving time allotment increases, improvement of exercise teaching, pupil acquisition of desired behaviors and skills, and changes in teacher attitudes toward curricula and teaching styles. The use of a professor-consultant in elementary curriculum implementation…

Summarizes chemical education in Japan, involving the educational system, foreign language training, curriculum materials, professors' research-teaching roles, and graduate and undergraduate programs. Indicates that the Japanese system is undergoing considerable changes and differs in many ways from the U.S. system. (CC)

Consultant feels that too often the science text receives undue emphasis, that it should serve only as a guide in developing a progression of concepts and skills with the students. (GB)

Describes the steps involved in using the "principles" approach in teaching science, illustrates the process of using science principles with an example relating to rock formation, and discusses the relevance of this approach to contemporary trends in science teaching. (JR)

Discusses the many benefits and advantages to be gained by including outdoor education in every facet of the school curriculum. (JR)

Discusses the value of outdoor education and describes several science activities that can be simply and inexpensively performed, using the school playground. (JR)

Suggests that the elementary school curriculum need not be fragmented into discipline areas and describes a class activity that cuts across the traditional boundaries and is interdisciplinary in nature. (JR)

Examines some alternative approaches to teaching science in the elementary school, and in particular compares the attributes of instructional approaches to those of experimental approaches. (JR)

Presents the results of a study designed to determine student preferences with respect to outdoor (natural history) study topics. A primary objective of the study was to obtain knowledge that might assist interpreters and educators to more effectively plan programs and activities that recognize measured predispositions of children. (JR)

The third-year evaluation results of an investigation extending through grade six. Studied performance of the same population, appearing in two previous evaluations, with sex, socioeconomic status, and maturity taken into account. Indicated third grade Science Curriculum Improvement Study (SCIS) children were superior to non-SCIS controls in both…