Preparing early childhood (K-3) teachers to teach science presents special challenges for the science methods instructor. Early childhood preservice teachers typically come to the methods classroom with little science content knowledge; they also lack confidence in their own abilities to teach science. This paper presents a theoretical background,…

This study explored relationships between preservice early childhood teachers' views of nature of science (NOS), cognitive developmental levels, and their cultural values. Using the Views of Nature of Science Questionnaire (VNOS-B) and interviews, we assessed views of NOS. The Learning Context Questionnaire (LCQ) was used to determine the…

Reports on a study which followed a preservice teacher in his attempts to design and deliver conceptual change chemistry instruction in the context of an action research project. Identifies influences that impacted teaching for conceptual changes. (Author/MM)

Describes how one instructor used science education methodology in a language arts methods course. The purpose was to understand how preservice teachers might improve their science teaching through language arts methods. Discusses one preservice teacher and her use of the methodology in the science methods course in which she was currently…

It can reasonably be argued that the primary role of elementary teachers is to prepare their students to be literate adults, and thus many are literacy specialists. Often these teachers lack confidence in science and avoid it because it is not their specialty. Most elementary teachers have never conducted a scientific inquiry, yet they are being…

Preservice teachers in a science methods course were provided instruction on performance assessment, then guided through a design and implementation process of performance assessment tasks. We assessed the effect of designing and implementing a performance assessment task on preservice teachers' understanding of standards-based assessment. The…

Describes a project in an elementary mathematics methods course in which preservice teachers developed performance assessment tasks then administered these tasks in a K-8 classroom. Presents the guiding framework for this project, the project design, and the teaching and learning experiences for project leaders and preservice teachers. Includes…

This study assessed, and identified factors in participants' learning ecologies that mediated, the effectiveness of an explicit reflective instructional approach that satisfied conditions for learning as conceptual change on preservice elementary teachers' views of nature of science (NOS). Participants were 28 undergraduate students enrolled in an…