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)

The degree of self-expressed student interest in a variety of specific science topics was investigated, and changes in these interests across grade levels were determined. Data were collected from 13,401 students in grades 1-8 in 12 school systems in ten states. (HM)

Describes Eleusis, a card game invented in the mid-1950s to stimulate various features of scientific inquiry. The analogies between Eleusis and scientific methods are also discussed to illustrate the effectiveness of this game for reinforcing science teaching. (HM)

Explores the patterns of responses of a population of high school students on an opinionnaire about energy-related matters. The sample consisted of 413 students, grades 10-12, in a school system in the southeastern United States. (HM)

Ninety-three secondary school biology textbooks, identified in the appendix bibliography, were analyzed to determine the extent of emphasis of 44 topics concerned with the study of evolution. (HM)

Described is a graduate science education program, at the University of Northern Colorado, for elementary teachers and junior high school science teachers in which they can obtain an external degree at the Master's level. Faculty responsibilities, funding, and program evaluation are also discussed. (HM)

This study, conducted by the University of Southern Mississippi in cooperation with the Hattiesburg public schools, investigated the impact of activity-centered science lessons (taught by prospective elementary school teachers) on the attitudes of upper elementary (grades 4-6) children toward science. (HM)

The impact of field experience on attitudes toward science and science teaching of 80 prospective elementary teachers at East Carolina University was investigated. (HM)

Investigated was the relationship between spatial visualization and cognitive development in a sample of 88 Australian freshman teacher education students. Results support the hypothesis that enhanced capacity to visualize is an outcome of overall cognitive development. (HM)

Investigated were the problems of whether a sex difference in spatial visualization ability exists among early adolescent students (ages 11-13), and whether the spatial visualization ability of these boys (N=32) and girls (N=27) is differentially affected by instruction. (HM)

This study, conducted in an Australian institution, investigates the intellectual requirements of the mechanics section of a first-year college physics text. Instructional and prerequisite concepts were classified in terms of the intellectual skills required to understand them. (HM)

The development of earth and gravity concepts among 250 schoolchildren ages 8, 10 and 12 from two regions of Nepal was investigated. The children studied five nations located in different parts of the world. (HM)

Discusses the problems of adapting science curriculum materials from one country to another and from one language to another. The history of science curriculum adaptation and a systematic approach to curriculum adaptation are also included. (HM)

Describes the adaptation process involved in modifying the outdoor biology instructional strategies (OBIS) project to the local environment and educational system in Israel. (HM)

Analyzes the meaning of Piaget's concept of abstraction and provides discussion of some of its shortcomings. (HM)