Describes a Canadian experimental project in which elementary school children (grades 3, 4 and 5) worked with Landsat maps to determine the feasibility of incorporating their use in the curriculum. Use of these maps was found to be successful in all three grades. (CS)

Presents annotated bibliography of 101 children's science trade books mainly for grades K-6. Annotations include appropriate grade level of each book. (CS)

Lists ten characteristics for a suitable focus topic for open-ended science problems. Examples of appropriate focus statements in the areas of life, earth, and space science are included. Discusses options open to teacher and student in providing open-ended learning. (CS)

Thirty-eight students were utilized to test the hypothesis that a science activity supplemented reading program would increase reading achievement in first graders. Results of the 161/2 week program indicated the experimental group performed significantly better. (SL)

Describes techniques for making laboratory glassware from discarded bottles, fluorescent tubes, and light bulbs. All materials needed are constructed from commonly available household items. (SL)

Describes a school project on energy conservation, in which fifth and sixth grade students involved the town community in becoming aware of the extent of the energy shortage and considering modes of cutting down on energy usage. Included are ideas for projects and science fairs. (CS)

Traces contribution to teaching effectiveness and curriculum design, occurring since 1950, and presents a format for modifying the developments made in other disciplines to aerospace education. Included is an example of an inquiry lesson dealing with parachutes. (SL)

Encourages elementary school teachers to develop energy education materials; describing the initial phases of a National Science Teachers Association (NSTA) sponsored project in energy education. Two learning packets, The Energy We Use (grade 1) and Community Workers and the Energy They Use (grade 2), are described. Mailing list information…

Claims that there is a "down-drift" in the teaching of science, with even preschools now obligated to teach science content. Investigates (through one teacher's diary) how primary teachers interact with scientific teachings and how they can best be inducted into the teaching and learning of science. Concludes that incorporating personal…

Discusses strategies for teachers to get back in touch with the earth and re-connect with the environment. Argues that the teacher's appreciation for nature's beauty will bring about a sensitivity not experienced before and help students develop a reverence and awe for the natural world. (JRH)

Describes a science carnival where children and adults share in the excitement of the carnival atmosphere and participate in doing science together. Discusses creating a carnival, gathering ideas, traditional booth redesign, and science topic booths. (JRH)

Discusses the use of Windows on Science, a laser disc-based video program used by elementary schools for science curriculum. Results of a teacher survey (which is appended) indicate that teachers felt the program was ineffective used as the sole curriculum but was a useful supplement to discovery-based, hands-on activities. Teacher training is…

Proposes that fifth-graders' emergent and sustained controversy in a unit on endangered species from a "Fostering Communities of Learners" classroom exemplifies productive disciplinary engagement. Shows how engagement was supported by the students' and teacher's treatment, by students having authority to resolve the issue while being…

Investigated whether a background in science would make a difference in the oral interactions of elementary teachers in their science lessons. Observations of 50 British elementary science teachers and comparison of the oral discourse of teachers with and without significant science background indicated that those with a science background asked…

Surveyed, interviewed, and observed fourth grade New Jersey math and science teachers regarding test preparation activities. Test preparation consisted of a mix of more and less intellectually challenging activities. There was more direct instruction in lower socioeconomic districts, but not less inquiry-oriented instruction. Principal support had…