Emphasizes the point of view that the teaching of science should not be postponed until children are mature enough to deal with abstract scientific concepts but that a wide variety of concrete experience facilitates the development of a scientific way of thinking. (PEB)

Briefly describes some elementary school science programs which resulted from curriculum reform efforts in the United States: Science-A Process Approach, Science Curriculum Improvement Study, Elementary Science Study, and Experiences in Science. (PEB)

Discusses the uses of televised instruction for teaching science to elementary school children. (PEB)

Presented is the development of elementary school science in Australia, beginning in 1900 and including changes produced by the impact of American and British science curriculum reforms as these manifested themselves in the 1960-1970 period. (PEB)

Continuing the emphasis of this issue on elementary school science, this article presents information on the Minnesota Mathematics and Science Teaching (Minnemast) Project, the Conceptually Oriented Program in Elementary Science (COPES), and the Science 5/13 Project (which evolved from the Nuffield Junior Science Project). (PEB)

Reasons for the limited adoption of science in Australian primary schools and possible solutions to this problem are discussed. (PEB)

Provides, and discusses, five possible answers to the question: Why consider language difficulties in science? (PEB)

Presented is an overview of the content of some of the science courses taught in the schools of Victoria, Australia, in order to emphasize the relationships between these courses and the structure of knowledge. (PEB)

Presents data concerning teachers' reactions after using Australian Science Education Project (ASEP) materials in Tasmania. (PEB)

Reported, in a somewhat tongue-in-cheek manner, is information concerning student ratings of trial versions of Australian Science Education Project (ASEP) units. (PEB)

Continues the work done by Mackay (1971) and Gardner (1973) in which attitudes of students enrolled in PSSC physics were assessed. (PEB)

Provides an overview of factors that affect science learning, including those factors that science teachers can control as well as factors they can influence. Knowledge of these structural and procedural factors can be utilized to improve the learning experiences of students in science classrooms. (JN)

Introduces several schemas science teachers can use to help them understand differences between the function and status of scientific theories and facts. Also outlines conceptual schemas about the structure of scientific theories and the role scientific theories have in the scientific enterprise (using models developed from historical and science…