Elementary science teaching is under increasing scrutiny. Some teachers may feel caught between state and national standards and tests of children’s understanding of science. What happens when contradictions arise between “teaching to the test” and teaching for understanding? This article examines this issue and describes how the authors conducted a study in collaboration with a local university to help bridge the gap in student understanding and achievement.
Type Journal ArticlePub Date 9/1/2000Stock # sc00_038_01_36Volume 038Issue 01