Investigates the relationship between dogmatism (inversely related to open-mindedness) and attitudes toward science of preservice elementary school teachers. Both groups had experienced an inquiry oriented science methods course. Significant negative correlations between dogmatism and attitudes were found for both groups. (CP)

Describes strategy analysis procedures which enable preservice teachers to implement science lesson segments in a manner that was consistent with strategies incorporated into science teaching models. Conformity to the model was uniformly high for phases related to preparing the learner, investigation planning, and data processing. (JN)

Examined how preservice elementary teachers' (N=38) mathematical knowledge and mathematics anxiety affect their success in a mathematics methods course. Also examined the hypothesis that a mathematics methods course can reduce the mathematics anxiety of these teachers. One finding is that mathematics anxiety does not inhibit their learning of…

Presents summary of AAAS Commission on Science Education, Teacher Education Committee report, Preservice Science Education of Elementary School Teachers." Recommendations for preservice science course objectives, content and facilities are based on deliberation at seven national conferences. Emphasis is placed on trends in elementary school…

In teaching mathematics to preservice elementary teachers, the author presents classroom incidents for which each student must write what he or she would do in the situation. The write-ups are then discussed in small groups. This technique seems to help students apply the mathematics they are learning to the classroom. (SD)

Presents profiles of two instructors of elementary art methods courses for preservice elementary teachers, offering two possible scenarios in which they might find themselves. One scenario presents contradictory realities and contexts, while the other scenario discusses celebration of the artistry within teaching. (SM)

This research describes three beginning teachers and the development of their literacy instruction. Research questions addressed included a) what characterized their instruction throughout their beginning years of teaching and b) were they using the content from their literacy methods coursework? Additionally, as their former teacher for literacy…

Teacher education students placed in clinical settings for methods coursework need adequate guidance in order to make the most of their experiences. Guidance in terms of teaching, reflections, clinical settings, and other related activities offers these candidates a realistic view of teacher, teaching, and learning. Oftentimes, the clinical…

This study attempted to explore the relationship between elementary teacher candidates' conceptions of the nature of science and their consequent conceptions of teaching science. In order to measure patterns and trends in how elementary teacher candidates define the nature of science and the teaching of science, an open-ended qualitative…

As a follow-up of an earlier study indicating that reading aloud to reading methods students influenced them to use children's literature in their teaching, a study investigated (1) the effects of reading aloud in a methods class to students who also read to children regularly during the same semester, and (2) whether the potentially greater…

Described is a concerns-based elementary science methods course, the design of which has been influenced by work done by Fuller on the concerns of teachers. The three phases of the Teacher Concerns Model are "Concerns About Self,""Concerns About Teaching Tasks," and "Concerns About Impact on Children." This model and…

This document presents a model of a K-12, preservice teacher education core methods course. The model, developed for the College of Education, Cleveland State University, is designed to meet methods needs of all junior-level preservice students, regardless of certification area, who have completed earlier experiences in social and psychological…

This study tested 1) whether instruction based on guided discovery, the use of expensive manipulative aids, and maximum pupil participation increases achievement in mathematics for pupils in grades 1-6; 2) whether a program based largely on learning through activity and guided discovery is effective in the training of prospective teachers enrolled…