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The article investigates the effects on the development of communication skills among children that result from their experiences with manipulative science activities in elementary science education. Those children that scored lowest on the Florida State Assessment Test that used the Science: A Process Approach program were used in the study. It shows that the treatment that utilized science to remediate communications deficiencies of third-grade children was much more successful in improving reading skills than writing skills.

The article discusses on the study that determines the impacts of teacher training in Individualized Science (IS) program on the attitude and achievements of 153 first grade school children from two schools in Florida, which being matched in terms of geographical location, school population, achievement scores, and socioeconomic backgrounds. The study has found that teachers' who practice with the IS program materials have improve their achievements in, and attitudes toward, the IS programs. However, researchers suggested that before generating a conclusion, it is necessary to have another supporting study. Researchers G. W. Glass and J. Stanley have emphasized that in order to increase the reliability of the test, sample size of teachers involve in the study should be increased.

The article discusses a cooperative initiative launched by science teachers, scientists and science educators to improve achievement in science in the junior high schools of Hillsborough County, Florida. Special Extension Courses on the Teaching of Science were offered in the county during the school year 1959 to 1960, which were modification of usual university courses taught on the teaching of science, and were directed toward the particular problem of the improvement of the curriculum. An In-Service Institute for Junior High Science Teachers was requested and offered and a Statistical Evaluation of the Effectiveness of the In-Service Institute was made in 1961.