This publication introduces and provides a framework for Earth Systems Education (ESE), an effort to establish within U.S. schools more effective programs designed to increase the public's understanding of the Earth system. The publication presents seven "understandings" around which curriculum can be organized and materials selected in…

Science faculty at small community colleges often face the problem of teaching courses at off-campus locations without laboratory facilities or equipment. An introductory physical science course offered at Southampton Correctional Center in Capron, Virginia, illustrates one approach to this problem. First, the instructor met with students prior to…

This program is the result of efforts made to develop a preparation model for elementary teachers. The science component of the program is referred to as SODIA-Science which is derived from the first letters of descriptive words: Self, Others, Discipline, Implementation, and Associate teaching. These words describe the emphasis at each level of…

To summarize the implemented program, this report makes use of the practice profile. Inputs, processes, and outputs statements are the ideals for the practice profile and are adapted from the outputs stated in the Discrepancy Evaluation Model. The major project components are: (1) "Critical Mass" (which is what is needed before the…

This study was designed to determine if students taking junior high school science would receive greater understanding and retention of science principles and procedures from the Earth Science Curriculum Project (ESCP) than would students taught grneral science via the lecture-demonstration method. No attempt was made to group the students (28 in…

Results of 11 studies of classroom practices used with activity-based elementary science programs were combined quantitatively using a composite category system. One finding reported is that teachers trained in program use spent less time talking and more on activities than untrained teachers using the programs. (Author/JM)

This booklet examines some of the ways in which integration of science and mathematics might be viewed and achieved in the elementary curriculum. Several existing programs that exemplify the integration of science and mathematics are reviewed. Programs include Activities Integrating Mathematics and Science (AIMS), Great Explorations in Math and…

Examined interactive effects of direction source (teacher, student, or group direction), allocated time, reading ability, and study orientation on student achievement (N=1108) on three Individualized Science Instructional System (ISIS) minicourses. Results (among others) indicate superiority of student-directed approach over teacher/group-directed…

Compared performance on Piagetian tasks to determine differences between students (N=52): (1) external subjects having access to manipulatives and those not having access, and between internal subjects having access to manipulatives and those not having access. Indicates access to manipulatives benefits those exhibiting externality with respect to…

Provides evidence indicating that activity-based science programs substantially improve performance in science process/creativity; modestly increase performance on tests of logic, perception, language development, science content, and mathematics; modestly improve attitude toward science and science class; and have pronounced benefits for…

In this study, worksheets were adapted from an Elementary Science Study unit, "Batteries and Bulbs," to develop an individualized set of instructional materials on electricity. Research questions were asked regarding relationships of teaching technique (individualized v conventional) to achievement and attitudes, gender, and interactions…

Describes a collection of college chemistry demonstrations designed for self-paced classes. Some of these exercises stem from original ideas; others are adaptations of one or more published demonstrations. Two exercises, as examples, are also included. (HM)

The author surveys the era of science innovation initiated by a bonanza of National Science Foundation funding from 1956 to 1976. He looks at the methods and materials that were developed and considers the extent to which this unprecedented national effort met, or is still pursuing, its goals. (Editor/SJL)

Indiana University college teacher discusses undergraduate science education and effective teaching in introductory courses. The method recommended by educator Arnold Arons trades passive lecture for hands-on learning and Socratic dialogue. Indiana University began a successful research program which brought Arons' method to large-enrollment…

Liberating and channelling the energy and enthusiasm of young children as they explore their world motivates teachers to reflect on their science-teaching practices. This was the claim the authors made at the start of an early-years science project funded by the Astra-Zeneca Science Teaching Trust. Their aims were to develop case studies of…