Analyzes science teaching on the basis of results of an assessment instrument which was administered to 283 preservice elementary teachers immediately following their teaching experience. Indicates that the brightest hope for the future is greatly dependent upon implementation of teacher education in colleges or universities. (CC)

Studied relationships among questioning lapse time'' and the cognitive levels of teachers' questions and youngsters' responses, using Bloom's taxonomy and tape recordings in student teaching. Concluded that teachers' questions above the memory level could serve as a mechanism for promoting youngsters' learning at higher cognitive levels. (CC)

Reports the results of a study in which children below the age of eleven were tested on their ability to perform several tasks of class inclusion and a task relating to the conservation of weight. (JR)

Suggests the technique of brainstorming, in which a group generates spontaneous thoughts regarding how something might be used or how a problem might be solved, as a valuable way to help elementary school children learn science. (JR)

Discusses the importance of developing elementary science textbooks which correlate highly with known readability levels of students, and reports the results of a study designed to compare readability levels and ranges of major elementary science texts with the approximate reading levels of each of the respective grades. (JR)

Describes a study which involved the planning and implementation of cooperative science teaching (team teaching) in an Australian elementary school. (JR)

Describes an outdoor educational program offered to elementary school children in the Hopewell Valley Regional School District (Pennington, New Jersey). (JR)

Reports the results of a study of four different instructional methods used in teaching earth science at the sixth grade level. The objective of the study was to compare the effectiveness of the didactic approach with the process-managerial, the self-directed, and the motivated self-directed learning methods. (JR)

Discusses ways in which children can learn by measuring a variety of common objects. (JR)

Describes a science activity in which sixth-grade students, using tookpicks and spherical breakfast cereals to construct molecular models, discovered that compounds with the same molecular formulas can have different structural formulas and therefore different physical properties (isomerism). (JR)