The purpose of this causal-comparative study was to compare attitudes that male and female preservice elementary science methods teachers have toward science and science teaching. The stratified random sample (n=80) was drawn from the population of preservice elementary teachers enrolled in an elementary science methods course during fall 1990,…

Provides a simplified method of self-evaluation of lessons taught which is inexpensive and requires little training before utilization. (CP)

Describes an open-ended project designed to have preservice elementary teachers regard science as inquiry. The problem deals with how many pencils could be made from the wood in a telephone pole. Several methods of solving the problem are described. (BR)

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…

The course content, specific objectives, and evaluation for a science teaching methods course required for students planning to be secondary school science teachers in the biological, physical, or earth sciences are described. (CS)

Presented is a methods textbook designed for elementary school teachers to help them improve the teaching of elementary school science. The author has attempted to guide teachers in choosing curriculum to be taught by considering educational objectives, diagnosing learner needs, and then evaluating the success of their teaching in terms of learner…

The primary purpose of this study was to determine whether or not significant differences existed between the responses of education faculty of six Oklahoma state colleges, biology faculty of six Oklahoma state colleges, and principals of Oklahoma high schools regarding undergraduate preparation in biology methods. The data-gathering Oklahoma high…

This study was conducted to secure information about various academic and organizational aspects of pre-service science methods courses for elementary school teachers. About 65 percent of all respondents to the questionnaire indicated a semester plan in existence as against 27 percent for a quarter system for preparing elementary teachers. Most…

Effects of student participation in a science methods course with and without extensive experiences with children on changes in open- and closed-mindedness and in attitudes toward science were studied among nine sections of pre-service elementary education majors. Seven sections received regular course instruction, and two were provided with…

Outlines the formal and informal preservice programs for outdoor education offered at eight South Australian colleges. (SL)

The philosophical viewpoints of 56 preservice elementary school teachers were measured prior to and following a fourteen-week methods course. Following treatment, subjects viewed science as more tentative and uncertain than did those in a control group. (CP)

Seventy-two students enrolled in elementary science education methods courses participated in a study designed to reveal student views about the nature of science prior to, during, and upon completion of the course. The course employed various teaching approaches and activities to help students develop more adequate views about the nature of…

This study assesses the influence of a set of activities developed based on preservice elementary science teachers' conceptions of the nature of science (NOS). It also compares the effectiveness of these activities when implemented using two approaches. The first approach was a direct explicit approach while the second featured additional…

Discusses the characteristics, especially field experience involved, of an elementary science teacher education program, and indicates supportive feedback from students enrolling in this methods course. (CC)