In this study, we described a curricular module on computational thinking (CT) integrated within an undergraduate, senior level elementary science methods course, and developed insights on elementary preservice science teachers' (PSTs) thoughts, feelings, and actions about CT integration. Our research question was: "Following participation in…

Background: Literature contends that a teacher's knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2)…

There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science education. However, we still do not know many specific details regarding how students and teachers learn particular aspects of NOS and what are the most important feature traits of…

With the release of the Next Generation Science Standards, the Earth and environmental sciences receive greater emphasis at all grade levels. These rigorous standards increase pressure on elementary teachers to possess strong science content and pedagogical content knowledge. They also require teachers to hold a set of beliefs compatible with the…

Despite much progress, the gender gap in science still persists, and it is imperative that researchers continue addressing the problem at all levels, in the hope that the combined efforts of all investigations and initiatives will eventually work to close the gap. This qualitative exploratory case study, rooted in a social constructivist and…

This article presents the evaluation of a two-year action research project in biology and mathematics teaching involving a primary school and a university in Sweden. The aim of the study was to contribute knowledge about a school-university intersection as a professional learning arena. The teachers' conceptions about the project implementation,…

The purpose of the present study is to validate an Arabic version of STEBI-B using Rasch model techniques. The validated Arabic version of the instrument (A-STEBIB) was administered to a sample of (168) Jordanian prospective elementary school science teachers enrolled in the Hashemite University classroom teacher preparation program. Rasch…

Recent science education reform has led to an increased emphasis on engaging students in inquiry and science practices rather than having them simply memorize scientific facts. However, many teachers of elementary science may themselves have had more traditional science learning experiences, and may therefore be unsure about inquiry-based teaching…

This research effort investigates principal perceptions regarding the impact of science-focused school university partnership programs in primary school contexts. Utilizing a multiple case study design, this research effort analyzed the nature and structure of the partnership efforts across five established science-focused partnership programs in…

The purpose of this report is to examine the performance of assessment items designed to measure elementary teachers' content knowledge for teaching (CKT) science as part of the ETS® Educator Series. The Elementary Education: CKT Science assessment is 1 component of licensure examination through the PRAXIS® assessments. The Elementary Education:…

The application of literacy strategies in the context of inquiry-based elementary science instruction betokens an expansion of contemporary thought regarding cross-curricular instruction. Yet, in light of the potential and promise of new developments, the perceptions of preservice teachers, who will soon be expected to make use of such…

Elementary school teachers are commonly known to have low self-efficacy in mathematics and science. Previously conducted research on science teaching self-efficacy and content knowledge has often focused on whether methods courses, professional development or other interventions improve both self-efficacy and content knowledge among elementary…

Student engagement when learning outdoors was the focus of a study visit to Northern Norway for two members of the primary science team in an English University. The University College that was visited in Northern Norway has a well-established reputation for its outdoor learning provision. The visit focussed on the structured observation of…

The perceptions of class teachers, who will deliver science education at the elementary school, of information and science are significant as these affect the quality of education received by children. The aim of this research is to determine perceptions of prospective class teachers of science. The sample group of the research consists of 120…

Findings of this study suggest that scientific argumentation can play an effective role in addressing complex socioscientific issues (i.e. global climate change). This research examined changes in preservice teachers' knowledge and perceptions about climate change in an innovative undergraduate-level elementary science methods course. The…