Points out the value of using educational games as an instructional strategy and discusses different game formats using science examples. Identifies general characteristics of simulation games and presents as an example "Little Lake," a role playing game for grades 7-12 on population growth. (DC)

Details results of an 18-month project aimed at assessing the common practices, problems, and areas of difficulty faced by teachers and administrators in the instruction of elementary science. It is viewed as the most in-depth study in elementary science education ever undertaken in North Carolina. (MP)

Lists questions that teachers should ask relating to use of all chemicals in the school laboratory, as well as chemicals with known and suspected dangerous properties. Tables list Occupational Safety and Health Administration (OSHA)-defined carcinogens, American Chemical Society-defined teratogens, suspected carcinogens, and other hazardous…

Described is a series of two-day Elementary Science Awareness Conferences, funded by the National Science Foundation for science supervisors and general elementary supervisors in North Carolina. The goals for these conferences are discussed. (Author/DS)

Investigated were the science attitudes of preservice elementary teachers when "professionally related activities" were incorporated into a science laboratory course for elementary education majors. (Author/SA)

Discusses the problem of disposing of unwanted and dangerous chemicals found in storage rooms in elementary and secondary schools. Suggestions for how science teachers and principals deal with this problem are also presented. (HM)

Reports on the design of a model for transformational science teaching that focuses on linking theory with practice through curriculum decision making. This model is the framework for professional-development sessions for middle-grade science teachers. Contains 63 references. (DDR)

Science teachers in rural areas have the opportunity to present their students with concrete examples of science concepts they're studying simply by going outdoors. Examples presented focus on earth science, food webs, succession, and comparative ecology. Tips for developing topics using outdoor experiences are included. (JM)