The Science Activities Action Research Group considered problems related to using science activities in teaching/learning of science ideas, problems previously identified and described during exploratory/in-depth phases of the Learning in Science Project. Three specific tasks were formulated by the group, including: investigating wording of…

In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might…

In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Chemistry Action-Research Group considered problems related to the teaching and learning of ideas associated with particles and physical/chemical changes. Based on findings during the…

Many students, even after formal science instruction, have not developed a scientifically acceptable concept of "living,""animal," or "plant." Therefore, as part of the action-research phase of the Learning in Science Project, a working group was formed to explore (with teachers) some possible strategies aimed at…

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

This study evaluated the type and frequency of social skills listed as objectives in 469 students' Individualized Education Programs (IEPs) in a rural special education cooperative. Results indicated that academically related social skills were much more likely to be included in IEPs than interpersonal skills. (Author/DB)

This document describes and assesses an ongoing systematic approach to educational renewal through staff development that has been in progress for the past four years in two school systems--Eastern Lancaster County School District and William Tennent High School, both in Pennsylvania. The essential characteristic of the staff development learning…

The first working paper of the Learning in Science Project, "An Initial Framework," outlined what was then seen as the major aims of the project and suggested how these aims might be achieved by three phases of research: exploratory (to observe teaching/learning in Form 1 to 4 science classrooms and to identify difficulties perceived by…

This workshop is based upon work and findings of the Learning in Science Project, a research project which investigated problems and difficulties in the teaching and learning of science. The workshop program, including activities which have been shown to impact on teacher thinking, is designed to focus attention on learning problems in classrooms,…

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

The Learning in Science Project established that children from a young age construct out of their everyday experiences views which they use to establish their world and that these views are remarkably resistant to replacement by scientifically more useful views. Although science lessons tend to be based upon activities which are designed by…

The aim of the Learning in Science Project is to: (1) investigate science teaching/learning at the Form 1 to 4 level (ages 10 to 14); (2) identify some of the key difficulties in this subject area; and (3) find ways of overcoming such difficulties. The project is seen both as an evaluative and a research project in that it is concerned with…

Learning in Science Project findings have highlighted the quality of interaction between students and teachers as the key to effective learning. Major aspects of this interaction include focusing attention, linking to children's science, encouraging discussion, guiding investigations, challenging ideas/findings, and helping the restructuring…

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…

The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters,…