Provides: (1) background information on how forests are managed and some of the problems facing forests around the world; (2) three activities dealing with these topics; and (3) three ready-to-copy pages for student use. Activities include an objective, recommended age level(s), recommended subject area(s), list of materials needed, and…

Provides: (1) background information on how trees have influenced human history and how trees affect people today; (2) four activities dealing with these topics; and (3) a ready-to-copy page related to paper and plastics. Activities include an objective, recommended age level(s), subject area(s), list of materials needed, and procedures. (JN)

Determined that graphic organizers are effective in increasing the achievement of sixth-grade (N=235) and seventh-grade (N=220) middle school students who used the organizers. Reasons why the graphic organizer enhances student learning and is an effective and practical teaching strategy are also discussed. (JN)

Summarizes the results of a summary of elementary teachers' science education research interests. Identifies hands-on experience, science content of the curriculum, and cognitive development and learning styles as the greatest items of interest. Provides data and an analysis of the least preferred topics and invites teacher participation in…

Discusses inquiry-oriented science instruction and experientially based programs that support newer instructional strategies. Also provides examples of six process-oriented programs (Cat Lab, Geology Search, Rocky's Boots, Tell Star, Volcanoes, What's in Your Lunch?). Level, hardware needed, publisher, and description are provided for each…

Rather than emphasize specific facts, teaching science should help develop the whole person. Children learn science best when they are able to choose what they want to know. Suggestions for "living science" rather than parroting facts are offered. (DF)

Reviews comments of humane education summer camp directors (N=6) who answered the following questions: What is a humane education? Who attends? What do the campers do? Who offers these camps? Why? What are the special challenges of running a camp? What do the campers get out of the experience? (BC)

Presents criteria that science teachers can use to decide where a given classroom activity falls in a continuum from concrete to abstract. The system is intended as a way of selecting appropriate tasks for children based on their previous experiences and their level of development. (JM)

Describes an instructional framework based on concepts of energy, ecosystems, carrying capacity, change, and stewardship. Stresses the importance of determining what is really important (basic) for each student to experience or learn in relation to each concept and grade level. Student-centered learning activities and sample lesson on energy…

Discusses current uses of microcomputers in schools. Also provides a rationale for educational computing based on economics, computer literacy, and equality of opportunity needs. Needs of educators, fears of educational computing, computer literacy in science education, and training science teachers to use computers are also discussed. (JN)

Explains: (1) the "standard" atmospheric pressure demonstration using an empty duplicating fluid can and heated water; and (2) a variation of this demonstration using an aluminum soft drink can. (DH)

Selected findings from the formative evaluation of the "3-2-1 Contact" television series are provided. Also provided is a description of the series which attempts to harness the unique power of television to convey to youngsters the excitement and fascination of science. (JN)

Discusses summer workshops designed to help elementary teachers develop an earth science program for their schools. Includes descriptions of three lessons and related instructional strategies on rocks and minerals, topographic maps, and fossils. (BC)

Investigated sex-related differences in science achievement from a science assessment project in British Columbia. Findings (obtained from students in grades 4, 8, and 12) confirm earlier findings that boys outscore girls on items testing understanding and application of scientific knowledge. No sex-related differences on process skills were…

Discusses approaches to science projects designed to eliminate negative reactions, improve topic selection and problem identification, and create excitement. These include creating classroom resource centers, bulletin boards, and student committees to help students develop their projects by narrowing broad topics to specific problem statements and…