This mixed-methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional…

This study examined the effect of using blogs as reflective journals during a methods course and practicum period on preservice science teacher reflections. The researchers investigated blogging and commenting as potential catalysts for critical reflection using an action research approach. The participants were 10 graduate preservice secondary…

Though the importance of including practicum experiences in programs for the preparation of elementary preservice teachers is generally accepted, the nature of these experiences on the development of skills in teaching science can vary greatly. This study compares the effect of variations in field experiences at two institutions, one which…

This investigation assessed the impact of situating explicit nature of science (NOS) instruction within the issues surrounding global climate change and global warming (GCC/GW). Participants in the study were 15 preservice elementary teachers enrolled in a science methods course. The instructional intervention included explicit NOS instruction…

Science educators have identified the development of accurate understandings of the nature of science as an instruction goal for nearly a century. Unfortunately, science instructors are unlikely to focus on the nature of science in content courses and the nature of science lessons are generally relegated to the methods courses where they are…

Describes the continuation of a project that used collaborative technologies to team teach elementary science methods courses across three different public institutions. Student outcomes for the project indicate positive change in comfort with technology and understanding science education issues. (Author/MM)

Describes the process of using collaborative technologies to team teach elementary science methods courses across three different institutions: a private liberal arts college, a small state university, and a large research university. Describes the project and the Internet-based collaborative technologies used at each site. (Author/MM)