The Indiana Model recommends that preservice teachers take three one-hour methods courses concurrently with science content courses to integrate science they are learning with science they should teach as elementary teachers. Presents the response of an elementary school teacher participating in the program and teaching science for the first time.…

Since children draw no sharp distinction between work and play, it is possible to link science and drama in school, integrating science learning with the rest of their education. The success of this approach is attested by descriptions of four dramatic presentations which were finalists in an interschool competition. (Author/JN)

Skills needed for problem-solving are discussed. Examples of defining problems, questioning, observing, classifying, predicting, and confirming are provided. An overview of the Elementary Science Study (ESS) program, including a list of ESS units (grouped by subject matter), is also provided. (Author/JN)

Suggests systematically exposing early adolescents/middle school students to community people who use science in their work to demonstrate the value of science/mathematics study. Discusses activities related to classroom visits of resource personnel, sources of resource people, and Career Oriented Modules to Explore Topics in Science for grades…

Describes Nature-in-the-City (an environmental awareness program) materials and their use by students in the urban environment. The materials include an adventure guide (the teacher's manual) and set of four colorful season cards with activities for students. (JN)

Issues related to problems in developing and disseminating science curricula are discussed, focusing on experiences in the Pacific region. These include frequent curriculum changes, lack of articulation among disciplines, and curriculum change without adequate pre-/in-service teacher education. Recommendations to improve the situation are also…

Discusses seven propositions which set a framework for reorganizing science education. Suggests that education resulting from such a curriculum will be more humane, diversified, individualized, and stimulating. This will require new, broader criteria for success and new teacher roles, requiring increased competence and training. (Author/JN)

Proposed is a plan for changing elementary school teachers' attitudes toward science. Persuading teachers, a mandate to teach science, and rewards for teachers involved in science curriculum development, the three steps in the model, are presented in some detail. Implementing the model is also discussed. (MNS)

Argues that there should be no equation between modern methods of teaching science and discovery methods, suggesting that the emphasis on discovery has resulted from confused thinking among science educators. Also, describes research-based developments promising better theoretical/practical perspectives for improved science teaching, focusing on…

Provides an OEAGLS (Oceanic Education Activities for Great Lakes Schools) activity showing how biological sampling can be taught using acquatic examples in a "dry lab." The activity, requiring use of mathematical/observational skills, simulates a plankton sample and stimulates discussions of how environmental/human factors can cause…

Discusses a field/laboratory study of the barn owl in which students collect and dissect owl pellets. Interdisciplinary lessons focus on eco-politics, reconstruction of owl prey skeletons, studies of predator-prey relationships, and construction/installation of nest boxes for owls and other birds. The unit begins and ends with an attitude…

Describes the "Space Camp" program for boys and girls at the Alabama Space and Rocket Center (Huntsville, Alabama), including typical activities. Includes address for obtaining information on participation in the program. (JN)

The Lehigh Valley (Pennsylvania) Conservancy considers questions of suitability and accessibility first in designing environmental education activities for elementary school students. Several programs are summarized, and experiences with mainstreaming disabled children in outdoor activities are discussed. (Author/WB)

Reports fourth-grade results in a statewide science assessment program in Minnesota for grades 4, 8, and 11 and a comparable study conducted in Minneapolis. Suggests that hands-on, materials-centered elementary science programs properly managed and accompanied by inservice education are effective. (DC)

Investigated relationship between lesson content and participation of pupils in rural India primary schools. Spontaneous participation in teacher-directed classrooms (N=136) was shown to be correlated with time spent by teachers in relating textbook content to pupils' natural experience. Experiments and teaching aids were also useful in drawing…