Describes how a ladybug can be used to teach entomology, natural selection, comparative anatomy, food chains and symbiotic relationships. Focuses on a picturebook entitled "The Grouchy Ladybug" (Eric Carle). Discusses enrichment activities in science, language, social studies, art, and music. (CW)

Contains four articles about various aspects of science education. Addresses a graded assessment scheme in Great Britain, factors affecting school science achievement in Nigeria, the need to address differentiation in science curricula, and the encouragement of developing science hypothesis in elementary schools. (TW)

Reviews recent research addressing the problem of matching students' cognitive levels to science textbooks. Suggests that most texts are written above the level of the students for whom they are written. Promotes experiential learning at the middle level and concentration on "right thinking" rather than on "right answers." (CW)

Describes a successful two-week summer program for children in grades four through six of above average ability. Discusses the purposes and syllabus for the program. Provides a summary of a typical daily agenda and discusses events that occurred during the two-week period. (CW)

Presents descriptive information about carnivores, including a definition and the characteristics. Contains instructions for teaching activities along with reproducible worksheets and handouts. (TW)

Presents information on some of the unusual mammal groups, such as platypuses, kangaroos, anteaters, and armadillos. Characteristics of these animals are given and teaching activities are described, including "Oddball Options,""Pocket Pals," and "Fact and Fancy." A reproducible handout for "Oddball Options" is included. (TW)

The study sought to determine if increased lesson structure could aid elementary school students with low perceptual structures. Findings indicated that increased lesson structure did not significantly improve science achievement for the participating grade four and five students. (ML)

Describes an activity in which young children explore the concepts of light by predicting the shape of shadows. Different configurations of light sources are used and objects are held in different positions. Sample questions to be asked of the children before, during, and after the activities are included. (TW)

Determined whether small groups would stimulate creativity more than individualized learning environments for fifth- and sixth-grade students (N=111). Results indicated that small groups were more creative with electrical circuits and that this grouping format should be used in elementary classes. (Author/DH)

Investigated the grade/grade levels at which alienation from science occurs. Alienation is defined in terms of declining science subject preference and attitude scores of students (including Blacks and females) in cross sectional samples of adjacent grade levels. Data show that the greatest decline occurred between 6th and 7th grades. (JN)

Presents step-by-step procedures for two arts and crafts lessons that focus on mammals. Directions are offered for making mammal-shaped dough magnets and also for creating mammal note cards. Examples of each are illustrated. (ML)

Two identical boards and sets of playing pieces can help teach science vocabulary while improving skills in observing, describing, giving clear and complete directions, and listening to and questioning those directions. Children or groups communicate without seeing each other's board. Examples of topics/board design and suggestions for teachers…

Highlights the views and comments of Commander Dick Scobee of the space shuttle Challenger, and his wife on various aspects of the space mission. Provides responses to questions involving the goals, values, and tasks of the crew and of the total space shuttle program. (ML)

The Project for an Energy-Enriched Curriculum (PEEC) analyzed science and social studies textbooks to: document the lack of energy topics; locate niches for energy topics/concepts; and show how PEEC instructional materials could fit into these niches. Findings from this analysis and recommendations supporting the cause of energy education are…

Examined instructional materials, teacher planning, instruction, and student conceptions related to an activity unit on plants and photosynthesis. Reasons are offered about why the teacher was unsuccessful in helping students replace their misconceptions with scientific conceptions, although the teacher knew this misconception existed. (JN)