Updates information pertaining to the ongoing court case in Arkansas in which the American Civil Liberties Union contends that the "Balanced Treatment for Creation-Science and Evolution-Science Act" is unconstitutional. Summarizes issues from both sides. (DC)

Reviews "Green Survival, It's Something You Do," an audiovisual program developed by the American Association of Nurserymen to develop students' awareness of the environmental benefits of green plants, and to encourage participation in individual/community landscape improvements. Also reviews the revised Addison-Wesley K-6 science program. (JN)

Thought papers, research findings, and program descriptions pertaining to science education are presented. Topics include inservice education for primary science, curriculum development, factors affecting science provision for 10- to 14-year-olds, science programs for the gifted, thinking in science lessons, and the nature of scientific knowledge.…

Models are used in everyday life and in school to predict and understand reality. In science classes, models should not be taught as absolute truths but used instead to promote reasoning. Exercises, strategies, and games are suggested to help students better learn about and use models. (DC)

Implications for learning and science instruction are discussed based on the interview-about-instances technique which identified five patterns of student (7-20 year olds) understandings of the concept of force. (SK)

Reported is a needs assessment conducted in 40 Massachusetts school systems to determine what elementary school science teachers perceive should comprise their inservice training. Findings suggest that programs focus on the metric system, environmental science, more science knowledge, and better science methods. (Author/SA)

Describes materials from various science programs having confluent attributes (merging cognitive and affective aspects of teaching and learning). Presents guidelines and instructions for preparing eight confluent activity cards suitable for use outdoors. (SK)

Thirty-four 5- to 11-year-old children, classified as concrete or preoperational on a conservation task, were asked questions during individual interviews about food and snacks, the changes food undergoes, and the effects of food on their bodies. Implications for nutrition curriculum and instruction based on the findings are discussed. (DS)

Determines if elementary teachers' (N=138) understanding of SCIS concepts and teaching strategies change as a result of a televised inservice program using confidence levels as a criterion for understanding. Findings indicate that an inservice program consisting of televised sessions significantly improves teachers' understanding of SCIS concepts…

A model is given of the Comprehensive Assessment and Program Planning System (CAPPS) in Indiana. The purpose of diagnostic/prescriptive teaching is discussed within the context of this model. (SA)

Presented are critical comments on the British Schools Council, Science Committee, Programmes of Work 1980-82, and financial allocations to various curriculum and instructional projects. The author's personal frustrations while serving on the Science Committee are also given. (JN)

In Bossier Parish, Louisiana, a part of the bayou country is used as a classroom and laboratory for the district's schools. Through collecting live specimens and asking questions of the tour guide instructor, students (grades K-12) learn about science and the environment and enjoy the nature center's recreation facilities. (CT)

Described is the development and implementation of the Israel Elementary Science Project (MATAL) established in 1968 which used British and American programs as its foundation, but modified them for application to the needs of less developed countries. Structure, content, teacher training, and enrichment programs of MATAL are discussed. (Author/DS)

Investigates whether an environmental program including an advance organizer component and a field experience results in an observable change in the environmental orientations of fifth- and sixth-grade students. Results show positive change. (HM)

This essay is the third in a series on innovators in the teaching of elementary-school science. Palmer's ideas and work on nature study and their relevance to children's education are described. His resume and a list of his publications are also included. (HM)