Studied differences in preservice elementary teachers' attitudes toward concept science and science processes on the basis of semantic differential score gains in the pre- and posttest design. Concluded that process approach instruction in methods courses was effective in securing changes in a positive direction. (CC)

Examined mathematical methods courses as part of pedagogical training provided to prospective Chinese elementary school teachers through the analysis of textbooks and courses given at two teacher education sites. Results show that knowing, understanding, and exploring the content and design of textbooks used in elementary classrooms were greatly…

Science for Elementary Educators is a multidisciplinary, interactive learning course developed for the science instruction of childhood education majors. The course described here is a model for science education reform that requires relatively few resources, making it ideal for adoption at any institution. (Contains 4 figures.)

This article describes initial attempts by preservice and inservice teachers enrolled in university reading courses to devise questions that encourage students to read content texts strategically. Teachers at both levels tended to confuse questions that encourage the use of comprehension strategies during reading with questions that assess…

In this study, twenty prospective teachers enrolled in an education methods course were studied to see what would happen to their self concept when they were thrust into the "real world of kids" with its associated teaching/learning problems. Two groups of ten students each were studied. One was used as a control and the other was used…

Relationships of science attitudes, science content, and process knowledge to initial science teaching behaviors were studied among 25 student teachers of a liberal arts college. The 13-subject experimental group was subjected to an elementary school methods course with emphases upon positive attitudes and process knowledge. The control group was…

A 2 x 2 factorial design was used to investigate the effect on teaching competencies (measured by applying the Instrument for the Analysis of Science Teaching, the Classroom Observation Rating Form, and the Teacher Performance Competencies Scale to videotapes of subjects teaching in one-to-one or one-to-two situations), and attitudes (measured by…

Describes an elementary science methods course at Eastern Illinois University designed to interest pre-service elementary teachers in the process of science. Instead of a traditional final examination, students select an open-ended problem and report the results of their investigations. Fifty sample research problems are listed. (JR)

Describes a project for preservice and inservice teachers enrolled in an elementary school science methods course. Purpose of the project is to study children's concepts of science and to develop understanding of cognitive development. Interview techniques are based on Piagetian methods. Studies are critiqued on a group basis. (JM)

Discusses, through a dialogue between an education professor and a student, a course entitled "Teaching Language Arts in the Elementary School." Describes selected aspects of the course, including purpose, plans, and results. Explains how the course helped prepare the student for teaching and how the dialogue helped the professor refine the…

Seventy-six undergraduate students in an introductory science methods class for prospective teachers were randomly assigned to either a student directed or an instructor directed section. Using analysis of variance, it appeared that neither approach had an overall advantage in the attainment of course objectives, although interaction patterns…

Presented is an attempt (1) to provide operational definitions of the learning objectives that have been clarified through firsthand experience with students in the physical science course for preservice elementary teachers at the University of Washington, Seattle, and (2) to identify some of the problems of intellectual development that have been…

Investigates the effects of a humanistic teaching-learning environment on the attitudes of preservice teachers and attempts to determine whether activities designed to clarify attitudes are useful in improving attitudes toward science. Participants in the study were 134 preservice teachers. Findings revealed that the humanistic environment was…