The purpose of this book is to suggest an alternative approach to the teaching of elementary science in light of more contemporary definitions of both reading and science. This method utilizes well-selected and conceptually and factually correct works of narrative children's literature. Although the method is most easily applied with picture books…

This digest presents a summary discussion of the value of holding science fairs in the elementary school context. Reasons for conducting science fairs for elementary students are discussed in terms of several learning theories. Developmentally appropriate types of elementary science projects are suggested. Goals for elementary school science fairs…

Describes how the Physics Department at the State University of New York at Stonybrook has attempted to provide a new model for working with elementary schools and assisting them in introducing science materials. (Author/TS)

Describes an interdisciplinary, month-long minicourse project focusing on the gypsy moth. The project provided students with opportunities to develop analytical and problem-solving skills while studying content from entomology, botany, chemistry, toxicology, ecology, math, art, law, political science, history, English, consumer studies, and…

Evaluated teaching activites focusing on scientific concept of "animal" with three age groups: 5 (N=15), 9/10 (N=23) and 14 (N=20). Results suggest that these activities modified some students' concept of "animal" toward the scientific one, and that not understanding basic concepts (such as animal) may cause difficulties in…

The "Implementation Proneness Typology" was developed to facilitate examination of a teacher's implementation to new innovations in a quantitative manner. Dimensions considered include assertiveness, surgency, conscientiousness, venturesomeness, imaginativeness, shrewdness, experimentiveness, self-sufficiency, humanistic classroom…

Replicated a study to determine if a sex difference in spatial visualization ability exists among grade six students verging on adolescence and if instruction differentially affects boys/girls at this age. Although instruction significantly affected boys/girls in grades seven to eight, current results do not support the same interaction among…

Discusses development/activities of Interlink, a scheme whereby the Zoo Education Department at the Edinburgh Zoo works in conjunction with various organizations to develop a particular theme for classes of school children. Through the collaboration, Interlink develops, broadens, and expands a subject, with individual units providing their own…

The unit box is an inquiry-oriented method of instruction using an existing teacher's resource such as a textbook or guide. Unit boxes can help preservice students develop teachable elementary science units. Sixteen components of any unit box are described. These include manipulative materials, bulletin board plans, behavioral objectives, and…

Four uses of microcomputers in elementary science education are discussed. These include: (1) drill and practice; (2) simulation; (3) problem solving; and (4) programing. Indicates that mathematics instruction may be enhanced in the same ways. (JN)

Determined effectiveness of inquiry approach to science and language teaching to further develop classification and oral communication skills of bilingual Mexican American third grade students (N=64). Results indicate that participation in science inquiry lessons facilitated development of both classification and oral communication skills. (JN)

Multiple-choice tests were constructed for seven problem-solving skills using learning hierarchies based on expert-novice differences and refined in three phases of field testing. Includes test reliabilities (sufficient for making judgments of group performance but insufficient in single-administration for individual assessment), validity, and…

Highlights an educational workshop sponsored by the American Chemical Society's Committee on Chemical Education. Workshop presenters suggested stressing experiment over theory in elementary school science classes and exposing teachers to more science. A list of 20 recommendations resulting from the workshop are listed. (Author/JN)

Describes the use of an Energy-Environment Simulator in environmental/energy education programs. The simulator is a specially designed analog computer that simulates real-world conditions of energy production and use. Energy resources, demands, and the environmental effects of energy use are programmed into the computer. (Author/JN)

Suggests, by argument and example, that the views which children bring with them to science lessons are, to them, logical and coherent, and that these views have considerable influence on how and what children learn from their classroom experiences. (Author/SK)