The differences between males and females in grades 2 and 5 were investigated to see whether gender differences observed in middle and high school may apply to elementary students. No significant gender differences in achievement or attitudes were found. (CW)

Described is the background and methodology of this study including the sample and the instrument development. Copies of the instruments are included. The success of the program as measured by these instruments is reported. (CW)

A model for a two-week summer science teaching workshop is presented. Included are the goals and objectives of the science/technology/society course, the history of the program, and some results for students using these methods. (CW)

Reported are the results of a questionnaire administered to 135 teachers in Alabama to determine the effects of encouragement on their use of hands-on science activities. The effect of personal success on teaching style is also discussed. A copy of the questionnaire is included. (CW)

Described is an interpretive tour of an ecology exhibit that was integrated with lessons designed to improve Hispanic students ability to observe and make inferences. The study methods and results are presented. (CW)

Presented is a study of 16 female elementary teachers designed to provide insight into options for in-service education programs dealing with urban teachers and their unique needs. Significant positive relationships between science teachers' attitudes and beliefs about physical science are reported. (Author/CW)

Reported is a study that examined differences among three elementary school science preservice teacher preparation course sequences with respect to three variables: understanding the nature of science, attitudes toward science, and attitudes toward science teaching. Suggestions and implications for preservice science teacher education are…

This article describes some of the curricular and instructional frameworks conceived for science for the elementary grades, provides insight into the frameworks' origins and contents, and speaks to the appropriateness of the frameworks to help guide elementary science education into the twenty-first century. A list of 28 references is included.…

Asserts that scientific details presented informally in newspapers can be of educational value within school science instruction when used carefully and critically. Suggests that one of the aims of the science curriculum should be the development of students' willingness and ability to study newspaper science with understanding and healthy…

Identifies the unsophisticated assumptions and conjectures, both intuitive and empirical in character, underlying secondary school science students' (n=25) portrayal of scientific knowledge and its production. Structured interview protocols explored not only the students' substantive knowledge base but, perhaps more important, their ability to…

Discusses a two-year action-research investigation of conceptual, evaluation and adoption tensions that led to a revised approach to environmental education and curriculum innovation. The study revealed how external support services and a sustained dialog around the prevailing science curriculum, local environment, and everyday classroom…

Proposes resolutions about the relationship between a short course on science instruction and specific changes in teaching strategy. Identifies teachers' existing knowledge base as an important factor for the examination of new pedagogical ideas. Suggests that loyalty and demonstration provide a mechanism by which teachers may enhance their…

Reports on the relationship between students' propositional knowledge, measured by concept mapping tasks, and their study strategies, measured by self-report questionnaires, as it relates to the concept of photosynthesis as presented in a first-year biology course. Results indicate that involved, purposeful study strategies, prompted by relevant…

Investigates the relevance and concomitant impact of sociocultural experiences upon the scientific literacy of 87 students, aged 13 to 16, concerning their comprehension and assimilation of scientific data involving solar eclipses. Results indicate that the students' nonscientific conceptions about solar eclipses, generated through sociocultural…

Describes the interactions of high school girls and boys during coeducational science lessons. Analyses of the audiovideo recordings of 144 lessons taught by 12 male teachers indicate that girls were more likely to initiate classroom discourse. Findings did not support the hypothesis that gender disparity in science achievement in favor of boys…