Described is science education's role in the back to the basics movement. Science education is described as providing opportunities for the development of (1) logical structures, (2) the understanding of the scientific processes, and (3) the development of creative problem solving techniques. (Author/DS)

Graphs and charts are discussed in terms of levels of applications and skills necessary for effective use. Five activities, most appropriate for upper-elementary or junior high students, are suggested. (MK)

Science is shown to have unique characteristics that make it a valuable component of a basic education. While stressing the physical world, it can also provide a good model for rational and moral behavior. (JMF)

Three definitions of "back-to-the-basics" are given and discussed. The idea that science provides opportunities to practice the most "skill-thinking" is also discussed. (MK)

The process skills discussed include: observation; estimation; communication; mensuration; and graph construction and interpretation. Two activities for grade 6 and beyond are suggested. (MK)

Presented is an analysis of the back-to-basics movement and four areas of pedagogical concern that are fundamental to both basic education and environmental education: environmental science, inquiry, cognitive development, and bioethical development. (WB)

Sources for everyday problems are suggested and examples from newspapers are given. Also included are a sample role-playing situation and six other suggested activities. (MK)

This unit describes four secondary school activities related to the geography of the Great Lakes. In Activity A students develop map skills as they study the lakes' positions and associated cities; these skills are applied to the St. Lawrence Seaway in Activity B. Activities C and D involve learners in solving perimeter, area, distance, rate,…

Discusses ways in which to help students solve problems effectively. On the basis of her observations of novice and expert problem solvers, the author suggests teaching the processes used by the experts directly to the students. (SA)

A list of five broad skill areas common to science and mathematics is presented and discussed. Also considered are the learning and teaching of basic skills. (MK)

This document reports on the 1974-75 Unified Science and Mathematics for Elementary Schools (USMES) evaluation investigating the cognitive and affective responses of USMES students to this interdisciplinary, process curriculum. It includes the results of a pre-post control group design to assess the curriculum's effects on students' basic skill…

Explains the difference between everyday thinking and academic thinking. Maintains that children who experience academic learning problems may rely too much on everyday thinking skills. Relates examples of this problem in reading, mathematics, and science. (JDH)

Discusses the lack of study skills found among non-science majors. Provides examples of how science courses differ from other courses. Gives some methods to help students study more effectively. (MVL)

This document examines various topics and issues related to the quality of science and mathematics education in the United States. They include: (1) competition from Japan and the Soviet Union; (2) federal programs and legislation designed to improve the quality of science and mathematics education; (3) scientific literacy; (4) the basics in…

By combining hands-on research and telecommunications, the National Geographic Society's Kids Network enables K-8 students to grapple with basic science and geography concepts, hone communication and research skills, and network with kids around the world. Students focus on real-world problems, work cooperatively, and share results in class…