Describes a program in Fairfax County, Virginia, in which Elementary Science Study (ESS) materials are constructed and reconditioned in an Instructional Materials Processing Center using local community labor. Also discusses an inservice program for training teachers in the use of ESS materials. (JR)

Describes a mystery tunnel, constructed by teachers, which provides a variety of non-visual, sensory experiences for children as they crawl through it. It is designed to help primary children develop basic abilities to use their own senses to better observe, discriminate among observations, and describe their own perceptions accurately. (JR)

Describes a course for elementary science teachers which uses Transactional Analysis to enable the prospective teacher to improve his self-understanding and his interactions with children. (JR)

Describes a middle school science program that emphasizes choices, diverse potential experiences, independent study, and individualization. (JR)

Discusses ways in which teachers respond to student questions in science. Suggests that the teacher's response should encourage a spirit of inquiry. (JR)

Uses the action of a lever as an example to illustrate inductive and deductive procedures in teaching elementary school science. (JR)

Describes an activity in an elementary science methods course in which preservice teachers use a simulation exercise to select a specific elementary science curriculum program. (JR)

Des cribes the techniques for collecting and maintaining the eggs of frogs and toads (JR)

Suggests that the use of anthropomorphic statements are appropriate when dealing with children operating at the preoperational and concrete levels. For these children anthropomorphic formulations are not only natural, but actually aid comprehension of the world theyobserve. (JR)