The Instrument for the Analysis of Science Teaching was used to evaluate verbal behavior of teacher trainees instructing pairs of students in each of two science concepts. The greatest differences in teacher behavior was due to differences between students, not differences in science content. (AL)

Advocates the development of a teaching plan which includes behavioral objectives, new vocabulary, materials, learning activities, and evaluation techniques. (CP)

New science programs require a shift in emphasis to the finding of answers rather than on the answers themselves. (Author)

Describes geography of the moon. A brief history of selenographic history is given and basic features including lunar seas, mountains, craters, rays, and faults are described. Lunar photographs are included. (JM)

Suggests ways to use articles and presentations from popular mass media as focal point for class discussion to improve skills in problem solving. (CP)

Describes Far West Laboratory for Educational Research and Development produced Science Information Unit," a multi-media package designed tooverview teaching/learning strategy, content, student prerequisites, cost, implementation, and evaluation of six elementary school projects. Package covers AAAS, COPES, ESS, IDP, MINNEMAST, and SCIS. (JM)

Discusses questioning techniques and problem solving approaches for a sixth grade elementary school physical science activity using dry ice. Sequential steps of analysis and synthesis and supportive science demonstrations necessary for closure on Why" type questions are emphasized. (JM)

Describes purpose and use of elementary school earth science field instruction sites. Scientific concept and methodology objectives are given. General principles for earth science site model selection and implementation are discussed. Operationof site model program in New York City is explained. (JM)