Transcripts from four weekly one-hour elementary school science lessons indicate the possible interpretations of the teacher's utterance "What do you mean?" by attending to its interactional context. (MLF)

The view presented is that many elementary teachers do not understand the nature of science, how the skills are useful in everyday life, and of how science content is involved in many human endeavors. Integrating science with other disciplines is thought to have potential for improving the quality and quantity of science instruction. (MP)

Describes a game for grades three-six designed to demonstrate the interdependence between living things and the physical factors of their environment. Although instructions (including preparing game cards) are provided related to a pond, the game adapts to other environments such as a field, woodland, or desert. (Author/JN)

After providing information on elementary schooling in Yugoslavia, discusses ecological topics and activities used to raise the awareness of elementary school students about the level of pollution in the environment and the dangers of an increasingly polluted environment. Students' keen interest in chemistry and the chemical experiments was noted.…

Reviews the "Holt Elementary Science Series," favorably describing the format of the materials while identifying weaknesses and inconsistencies in illustrations, content, and vocabulary development. Presents a positive review of "Discovery Activities for Elementary Science" which provides a variety of environmental, physical, and life sciences…

An historical perspective and emphasis on direct experiences are stressed in school science because, while they are the components most likely to be overlooked, they contribute to the development of pupils' scientific understanding. (Author/SK)

Analysis of interviews with elementary school students (N=40) suggests that their concepts about time offer no more of a barrier to learning about the geologic past than concepts about time held by members of other age groups who are ignorant of geological events and records. (Author/JN)

Examines status of quantitative treatment verification, presents arguments for its use, and describes a study examining differences between two laboratory approaches in high school biology. Suggests the ability to demonstrate quantitatively that specific classroom events contribute to measured changes in students productivity will aid researchers…

Suggests that students are able to learn science processes and skills using microcomputers. Discusses a program (used in a research project) recording estimates students make of "popping balloons" and time taken to make estimates, and making presentation easy/difficult so skill processing could be varied. (JN)

Three research questions are explored relating the psychological phenomenon of premature closure to (1) age, (2) Piagetian developmental level, and (3) ability to generate hypothetico-deductive strategies. Children (N=141) in grades 1-6 were interviewed and administered light-and-button tasks to describe these relationships. (CS)

An approach to teaching elementary pupils how the speed of the earth can be derived from the circumference of its orbit and the time it takes to complete one orbit is presented. (MP)

Summarizes activities and materials for a two-week nutrition education program designed to foster food choice skills. Results of classroom field testing are also reported. (SK)

The Situation, Objective, Solution (SOS) model was used to increase teaching time in elementary science in one school district in Oregon. Results of that effort could be duplicated in many similar school districts across the country. The role of teachers on special assignment in science is highlighted. (MP)

A story and questions are provided about a conflict between a science teacher and two students who do not want to dissect a frog. In the end, the teacher agrees with the students that alternative projects should be offered. (DC)

Following a list of six recommendations of the 1970 International Conference on Education for Physics Teaching, summarizes content and conclusions of major sessions of the 1980 Conference. Sessions focused on teaching interactions, concepts and misconceptions; evaluation and assessment, constraints and realities of physics instruction, and…