Describes a study that included classroom lessons on hydroelectric power, the history and construction of a nearby lake, data recording, the use of field guides, and methods of counting natural populations. The study culminated in a field trip to the lake. (JRH)

Presents a unit on volcanoes for third- and fourth-grade students. Includes demonstrations; video presentations; building a volcano model; and inviting a scientist, preferably a vulcanologist, to share his or her expertise with students. (JRH)

Revisits the "nature fakers" controversy to reveal an approach to evaluating children's literature for appropriate use in the classroom. (JRH)

Presents an integrated approach that helps students understand difficult science concepts. Involves counteracting children's confusion over certain concepts, confronting children's misconceptions through inquiry, and presenting a multitude of experiences that challenge children's erroneous beliefs. Presents an example of applying this approach to…

Presents activities that allow students in grades three to five to study sound by using children's tradebooks during exploration and experimentation. (JRH)

Presents an annotated bibliography of outstanding children's science trade books published in 1995 and intended primarily for kindergarten to eighth grade. Sections include biography, environment and ecology, fiction, life science, medicine and medical research, paleontology, and technology and engineering. (JRH)

Presents hands-on science activities that help young children learn about the five senses and connect different aspects of the early childhood curriculum. (JRH)

Presents an argument for inquiry-based activities and defines science as talking to the material world. Discusses the notion that a hands-on activity is an inquiry-based activity only if a dialog with the material world takes place. (DDR)

Describes a project in which students selected seeds from two heirloom varieties of tomatoes, sowed the seeds, harvested the tomatoes, and fermented the seeds. Details are provided for each step of the project and the school address is included so that other students can begin similar projects. (DDR)

Describes the results of a project in which students adopt a three-meter-by-three-meter plot and make periodic observations of changes in the plot. Students keep a journal, involve their families in plot observations, and visit one another's plots. (DDR)

Cites research to support the idea that field trips are more successful for students if they receive a process skills orientation as opposed to a cognitive orientation to the field trip experience. Provides details on planning and preparation for a trip to the zoo. (DDR)

Provides a description of a project using a draw-a-scientist test to probe students' perceptions of who does science under what conditions. Details are provided regarding the methodology with research instruments included. Instructions for participating in a national study using the draw-a-scientist test are provided. (DDR)

Discusses the incompatibility of fast-paced questioning techniques and inquiry-oriented science instruction. Encourages increasing the time allowed for students to construct responses to teacher questions, and utilizing a system of rewards and punishments that supports students working out their own ideas with experiments. (DDR)

Describes an approach that motivates preservice teachers to become involved in the scientific experience. The approach involves a science demonstration or activity that is done both in and out of class in which students report observations using a Vee diagram. Includes assessment procedures. (DDR)

Provides rich background information about unique High Plains ecosystems. Focuses on water, plant, animal, and energy resources. Describes hands-on activities related to ground water movement and energy resources. Contains 18 references. (DDR)