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The article focuses on the results of the study concerning the science program in elementary schools in the U.S. First, there was no consistent pattern in terms of amount of time devoted to science teaching. Second, there appeared to be a great focus on the biological areas in the elementary science program. Third, the standard facilities and equipment available were accessible to teachers. Fourth, the total number of expressed needs by the teachers was not great. Lastly, early elementary teachers seemed to prefer a variety of textbooks in the classroom.

The article presents information about papers presented at the symposium "Needed Research in Science Education" at the Twenty-Ninth Annual Meeting of the National Association for Research in Science Teaching in the U. S. The papers presented attempts to examine the type of research that is needed in science education at the elementary, secondary and college levels. The chairman of the committee was Thomas P. Fraser of Morgan State College. The summary presented by professor Vaden Miles is not included in the symposium manuscripts.

The article reviews the major research findings of recent elementary science studies in the U. S. Several studies have attempted to determine factors such as the scope of elementary science, the topics and principles commonly taught and grade placement of such topics and principles in elementary-school science education. All studies point to the fact that the nature and importance of elementary school science is well established. Another area of elementary science that has been the subject of much research is the methods of enriching the curriculum. It focuses to the effectivity of any teaching device used and the variety of methods applied.

The article discusses the major emphases in research in elementary science during the years 1929 to 1952 in the U.S. The vast majority of studies published may be categorized in four problem areas, namely, the status of elementary science, the grade placement of science topics, methods of enriching the curriculum, and the training of teachers. Elementary science has been the subject of a great number of status studies. These investigations attempt to determine the scope of elementary science, the topics taught, and the most common teaching techniques employed.