Case studies were constructed for four prospective teachers who were purposely selected as a result of their scores on the Classroom Learning Environment Survey (CLES) to gain a better understanding of emerging constructivist beliefs and classroom practices. Finds two kinds of beliefs, central beliefs defined as those dictating subsequent teaching…

Describes a survey of secondary schools in five states (California, Nevada, Colorado, New Mexico, and Utah) designed to provide guidelines for the education of secondary science teachers. The present status of science program innovations and predicted trends in science enrollment indicate that prospective science teachers should be familiarized…

Examined the feasibility of using two microcomputer simulations to improve preservice elementary teachers performance in the formation and testing of hypotheses. Considers the effects of mode of computer instruction and cooperation on the acquisition of skills. (CW)

Evaluates a module for training science teachers to ask cognitive questions. (SL)

Sixty-six elementary education upperclassmen were tested to determine their Piagetian stage of intellectual development. Results indicated 26 percent were very formal, 52 percent formal, 15 percent transitional, and 8 percent concrete. (SL)

Examines views and practices of first-year science teachers, graduates of a teacher education program in California, focusing on gender equity and multicultural education. Explores teachers' attempts at the nature of science and implementing equitable instruction in classrooms. Discusses commonalties across teachers' successes and struggles in…

Examines how preservice teachers' inquiry experiences in a science methods course were influenced by their conceptions of inquiry. Advocates that independent science investigations should part of preservice education and that these experiences should be scaffolded to prompt reflection, specifically about the nature of inquiry, and conceptually…

Investigates the development of pedagogical content knowledge (PCK) within a group of preservice chemistry teachers. Focuses on PCK with respect to the relationship between observable phenomena on the one hand, and their interpretation in terms of corpuscular characteristics on the other. Results indicated a growing awareness among the preservice…

Examines preservice elementary teachers' sense of self-efficacy with regard to science teaching and to define the construct of self-efficacy with greater clarity. Perceived effectiveness in teaching science was significantly correlated with outcome expectancy. (ZWH)

Describes an evaluation of a program on science and mathematics for perspective elementary teachers. Among the conclusions are that students in the program (n=65 in 1988 and n=61 in 1989) had significantly more positive scores on teaching science and mathematics than a control group of students. (PR)

Describes the preservice science teacher-preparation program at the University of Iowa. Clinical experiences include training in self-instructional modules, individualized instruction, case studies, levels of intellectual development, teaching style, classroom communications, and elementary activity-centered teaching. (MLH)

Described is a model for preservice training of science teachers designed to help these individuals overcome some of the problems of "reality shock" encountered during the first year of teaching. The study provides an objective measure of the perceptual and behavioral changes that a first year science teacher undergoes and presents a discussion of…

Reports a study to determine if the formal capabilities of 81 elementary education preservice teachers would be enhoused from problem solving instruction with manipulative feedback or with pictorial feedback. Results indicate the manipulative mode was clearly superior in student attitudinal responses and achievement. (SL)

Reports a study utilizing self evaluation of videotaped teaching session by preservice secondary science teachers, on a ten point teaching strategy scale, from expository/direct to inductive/indirect, to assess the effects of microteaching and strategy analysis. Results indicate that systematic self analysis has a significant influence on teaching…

Reports a study of the effect of source of feedback on the attitudes and ability of 92 preservice elementary teachers to employ specific teacher behaviors. Results indicate that source of feedback, or no feedback, made no difference in the demonstration of specific behaviors. (SL)