Abstract
It was the purpose of this investigation to compare students in the Columbia, Missouri, public schools who received earth-space science instruction which made use of a planetarium with those students who had a conventional science course without use of a planetarium. The research hypothesis stated in null form are: There is no significant increase in interest by fourth, seventh and eighth grade students in earth-space science if their instruction is in accordance with the new earth-space science instructional program and given in part in the planetarium. There is no significant difference in achievement by fourth and eighth grade students on tests measuring knowledge of selected earth-space science concepts if their instruction is in accordance with the new earth-space science instructional program and given in part in the planetarium.
