Discusses the results of a study designed to compare Edmonton Public School Grade 11 students and teachers who were on the program, "Science--A Process Approach", with the Grade 11 students and teachers in the Edmonton system who were studying the provincially authorized science program. (Author/RK)

Describes a variety of teaching strategies to prepare a class for a whale watching field trip. Guidelines for recording a sighting, pictures and statistics for commonly and/or occasionally seen whales, and hints for avoiding sea sickness are included. (DH)

Teachers may introduce students to anamorphic art (images designed to be looked at with conical mirrors or with mirrors diagonal to the image) with inexpensive cylindrical mirrors. By using polar graph paper, images can be made "correctly distorted" and will appear normal when viewed with a cylindrical mirror. (DH)

Traces and diagrammatically illustrates significant events and practices in elementary school science since 1942. Identifies notable achievements, indicates problem areas, and highlights developments which have contributed to the improvement of elementary school science. (ML)

Examines trends in science testing and discusses its impact on science instruction. Presents data on each state's assessment program in science for grades K-8. Identifies the type of test, grade tested, the scope and frequency, and the contact person for each of the 50 states. (ML)

Discusses research which states that girls' attitudes about animals are generally more humane than boys'. Suggests practical implications from the research. Lists resources which may be helpful to boys. (CW)

Discusses some of the ways that rocks can be used to enhance children's creativity and their interest in science. Suggests the creation of a dramatic production involving rocks. Includes basic information on sedimentary, igneous, and metamorphic rocks. (TW)

Describes a study in which elementary school children received different types of instruction about terminology used in explaining the water cycle. Results indicated that the group of students receiving hands-on instruction demonstrated a better understanding of the terms than did the other groups involved in the study. (TW)

Describes a magic show designed to encourage young children in physics and chemistry. Discusses how a little "razzle-dazzle" can effect children positively. Tells how to organize and perform a magic show. Details six tricks that focus on principles of chemistry or physics. (CW)

Provides 12 ideas for bulletin boards that can be used to teach basic skills while at the same time help students understand more about animals. Describes the activities that can be done with each bulletin board, along with a list of materials and instruction. (TW)

Editorially reviews the history of reform in science education from the 1920s to 1983. Highlights agreement among the various reports. Specifies the role of chemistry education in science reform. Announces a new book from the National Research Council, "Opportunities in Chemistry, Today and Tomorrow." (CW)

Describes a game in which students deal with some of the factors involved in being a responsible pet owner. Includes a list of the materials needed for the game and provides the game board and the game pieces, along with a fold-out poster about neutering and spaying pets. (TW)

Presents a new, high-technology approach to making bulbs light in series and parallel circuits. Contains diagrams that illustrate the circuit patterns. Provides suggestions for applying the electronic principles that were addressed in the activities. (ML)

Reviews a range of intervention strategies which have been developed and introduced to deal with identified barriers to females' involvement with technology in Western Europe. Includes separate interventions affecting elementary school age, secondary age, older girls and young women, and older women. (ML)

Found that the strength of the relationship between peer and individual attitude toward science increases significantly from grades 6-8 (peaking in grade 9) and that the relationship increases during the school year such that, by the end of the year, there are no differences between grades. Implications for science instruction are noted. (JN)