Argues that children learn science more effectively when teachers begin with the ideas they already hold. Children can arrive at scientific understanding through careful teaching that includes discussion activities, practical investigations, or secondary sources. Getting children to discuss their ideas challenges their thinking and encourages them…

If children are required to make their own sense, then attempting to impart knowledge will fail altogether or result in only superficial short-term learning. Curriculum structure, load in science, and assessment must change for a constructivist approach to flourish in the classroom. Teachers must serve as a guide to students exploring science as a…

Presents a strategy for encouraging children to ask questions with the aim of raising their awareness of how questions may be used as starting points for scientific investigations. (Author/JRH)

Investigates whether children who visited an interactive science center were simply playing or whether they were learning as they played. Concludes that, to get the most out of a visit to a hands-on science center, children need both preparation and follow-up, concepts to work with, and explanations and consolidation afterward. (Author/JRH)

Investigates different perceptions of resource provision, management, and use to support investigative and other practical science. Findings indicate that overall schools are building up an increasingly broad resource base, reflecting the range of content required in the National Curriculum. Findings also indicate inadequate quantities of basic…

Evaluates the use of drama to assess children's knowledge of scientific concepts. Describes a case study of 7-year-olds and the study of magnetism. By taking science concepts out of the context of practical science activities, teachers could assess student knowledge without simply seeing what was expected, and students could explore ideas and…

Reports on a survey of primary teachers on science curriculum development. Cites a plethora of planning terminology and lack of a government-agency model for a primary science plan as obstacles to curriculum planning. Presents a curriculum planning model derived from the rationale that curriculum should be learning-outcomes-driven. (PVD)

Presents a poem about a teapot and presents six investigations with teabags. (PR)