Suggested activities for data collection and manipulation in the middle/junior high school are provided. The activities also help students to learn other process skills such as constructing graphs, describing relationships between variables, and analyzing their investigations. (JN)

Suggestions are provided for teaching a unit on bees to first-grade students. In addition to science content, students learn valuable citizenship and academic skills while engaged in such activities as honey-tasting, visiting an apiary (bee farm), and writing poetry. (Author/JN)

Discusses the nature of curiosity in students and ways to stimulate it. Includes a checklist to help collect information about student curiosity levels and offers suggestions to develop a high degree of curiosity in students. Suggestions include using variety, novelty, change, and discrepant events. (Author/JN)

Describes an oceanography learning center for elementary/middle school students, focusing on use of games (review jeopardy), instructional tapes, flash cards, activity felt boards, picture puzzles, reading materials, science displays, and experiment stations. (JN)

Several examples of using divergent questioning techniques in elementary school science lessons are provided. The use of divergent questions (as contrasted with use of convergent questions) places students in the role of producing many possible solutions stimulating creative thinking. (Author/JN)

Suggests thinking of "tracks" as clues and using them as the focus of outdoor activities in the urban environment. Provides 24 examples of possible track activities, including: seeds on the ground (track of a nearby tree), litter (track of a litterbug), and peeling paint (track of weathering forces). (JN)

Presents a philosophical analysis of the creation/evolution conflict in which a deliberate attempt is made to highlight its wider curricular dimension. Argues that literature on the conflict focuses primarily on questions concerning nature of science and avoids discussing of equally pressing curricular/instructional issues, particularly…

Describes development/validation of short forms of Individualized Classroom Environment Questionnaire (ICEQ), My Class Inventory (MCI), and Classroom Environment Scale (CES). In addition to these forms measuring perceptions of actual classroom environment, ICEQ and CES short forms measuring preferred classroom environment were also developed.…

Argues that secondary analysis of existing data sets provides an important opportunity for science education researchers. Reviews basic arguments for secondary analysis (quality, cost, scientific merit of multiple analyses of a common data set), discusses new forces fostering these analyses, and provides three examples of secondary analysis…

Reports survey results from 162 teachers, 24 administrators, and 30 professionals on science supervisor roles in order that most fit their needs. Roles relate to concerns in instruction, curriculum, staff development, implementation, management, assessment, and assignment/transfer/load. Implications are briefly discussed. (JN)

Describes problem-solving activities in the Unified Sciences and Mathematics for Elementary Schools (USMES) and Elementary Science Study (ESS) programs. Indicates that these curricula serve as excellent sources of activities to develop and improve their students' problem-solving skills. (Author/JN)

Provides instructions for constructing artificial "homes" for squirrels, raccoons, and rabbits. These include squirrel dens constructed from discarded automobile tires and squirrel nest boxes, raccoon dens, and rabbit burrows constructed from wood. Includes a chart giving dimensions of materials needed and suggestions on where to place the…

Provides suggestions for conducting field trips at the local school site. Points of interest might include building materials, evidence of chemical/physical weathering, variations in soil type, changes in elevation on school ground, and others. Three simple field trips are described. (JN)

Describes a science education class developed for elementary school children who are blind, deaf, or emotionally disturbed. Lessons are designed to work equally well for physically handicapped, emotionally disturbed, and nonhandicapped children. Concepts include modified classroom equipment, development of independence, and the role of the teacher…

Examines the relationships between self-concept and (1) academic achievement, and (2) intellectual development in minority school children utilizing the Stanford Achievement test, Pier-Harris Self-Concept Scale, and seven Piagetian-like tasks. Concludes that self-concept enhancement is more a function of high level thought than low level thought.…