Reports on the results of case studies of science teaching at the elementary level. Two teachers from two elementary schools were studied. Addresses issues in elementary science teaching ranging from the importance at the elementary level to gender differences in science instruction. (TW)

Reports on a study to extend the concurrent and predictive validity of the Teacher Performance Assessment Instrument by including a sample of middle school science teachers. The validity criteria for the study involved observing student engagement and integrated process skill achievement. (TW)

Proposes a framework for interpreting current research in science education. Presents four prototypes for describing research which are derived from comparisons and combinations of "spontaneous" and "formal" knowledge. Discusses possible applications of the use of the framework in science education. (TW)

Student outcomes were assessed by quantitatively combining results of 57 reported evaluations of three major curriculum programs in elementary school science. Thirty-two percent of the comparisons were statistically significant, favoring activity-based programs; six percent favored control groups. (DH)

Teachers (N=146) using Science Curriculum Improvement Study were surveyed for their views on teaching disabled students in regular science programs. Results show that teachers feel positively about teaching disabled students (but also feel inadequate with this responsibility). Advantages and disadvantages of mainstreaming in elementary science are…

Discusses development and use of an aquatic studies conceptual scheme which has been used in the Project COAST (Coastal, Oceanic and Aquatic Studies) at the University of Delaware. Sample concepts and results from field testing of the curriculum are included. (DH)

Investigated the role of "a priori" ideas in planning experiments and data processing leading to inferences. Thirty-one students (ages 11-13) observed a "combustion/candle in a closed container" experiment and were asked to interpret sets of measurements. Findings, among others, show that children preferentially experiment on…

Propositions expressed by students during interviews prior to and after audiovisual instruction served as the basis for Concept Propositional Analysis (CPA) to assess cognitive structure. CPAs for two students are reported and aspects of Ausubelian principles are discussed. The method showed that new learning can be linked to previous…

Examined the effects different communicators (science methods instructors, supervisors, graduate assistants, and others) had on the attitudes of 25 elementary education majors toward science and science teaching, focusing on which communicators were perceived as being the most credible. (DH)

Determined that the majority of 299 preservice teachers did not use formal reasoning patterns when they attempted to solve a variety of problems. Results obtained for controlling variables and for proportional, probabilistic, correlational, and combinatorial reasoning are discussed with implications for middle/junior high school science teaching.…

The purpose of this developmental study was to use the theory of reasoned action to construct a message to persuade elementary teachers to teach energy conservation practices to children. The six steps followed in the project are discussed. An energy conservation persuasive message and the results of the validation are provided. (YP)

This study reports the preferences students expressed in regard to problem-solving modes for resolving environmental problems. There were many differences between students at different grades and between girls and boys. Implications for teaching are suggested. (YP)

Conducted an ethnography to evaluate the usefulness of the notion of community of practice in classroom settings. Documents how collectively available knowledge of a classroom community was transformed as resources and practices were adopted by more and more members. Discusses implications for the organization of classroom environments that…

Investigated the appropriateness of microcomputer-based laboratories (MBLs) for elementary school students. Reports that children expanded their repertoire of graph-making and interpreting skills and MBLs supported scientific inquiry for and by the children. (28 references) (Author/JRH)

Discussed is the history of school science curriculum reform from the Sputnik era to 1990. The relationship between the crisis in the 1950s and 1990 is addressed. A list of curriculum development programs for all levels and special needs students is included. (KR)