Compared are elementary teacher methods courses differing in the amount of field experience with specific teaching behaviors involving the ability to teach activity-oriented or experiential science. Results include the finding that field experience effects a major difference in the ability to model specific teaching behaviors. (CS)

Reports results of a study investigating effects of alternative modes of science methods instruction on 90 preservice elementary teachers': (1) beliefs about science teaching; and (2) general attitudes toward teaching. Student performance on criterion measures was found to differ significantly in three different modes of science instruction. (CS)

Discusses the use of four strategies in a science methods class that demonstrate how to use diversity to improve middle school science instruction. The strategies include sharing teacher/learner backgrounds to promote the notion of a class community, using case study, using multicultural scenarios, and using case study combined with video…

The perspectives of preservice teachers in utilizing concept mapping as a learning strategy are examined. Preservice teachers were asked to construct concept maps, reflect on the process, and then to record their reactions in personal journals which became the primary data source. Reaction to preservice teachers concept maps and apparent learning…

The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K-12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers' understanding of the nature of science were science methods courses,…

Concept maps provided a measure of subjects' cognitive structures before and after completion of an environmental education course. Concept maps were constructed from expressions taken from the issue "global climate." Expressions were assigned to one of three domains: science, technology or society. Maps were analyzed by constituent…

Suggests that the following three elements of investigation processes serve as the basis of secondary science methods courses: identification of a problem and subsequent design of an investigation; examination of existing investigations which illustrate good and poor science; and completion of representative activities in curricula which deal with…

Described is a pilot program initiated at Purdue University and designed to provide experiences for prospective elementary teachers in which scientific knowledge was presented in an inquiry manner. A goal of the project is a three-year escalating, prospective elementary-teacher involvement with elementary children. (Authors/PEB)

Presented is a description of a study done to assess an undergraduate science methods course. The subjects involved in the study were 82 elementary education majors at Louisiana State University. Students not in the course served as a comparison group. The treatment group participated in science activities selected from ESS, SCIS, and SAPA…

Examined are two controversial areas in science education related to elementary education majors: (1) use of science content courses, and (2) use of science methods courses. The author attempts to determine whether education majors who were taking a professional course in the teaching of science differ from non-education majors taking a comparable…

This paper contains a report on two science education methods courses for the teaching of biology developed at Arizona State University at Tempa. One course is for preservice teachers only and is taught each fall semester, as it has been since 1964, by a team consisting of a high school biology teacher, a science consultant for the Phoenix school…

Describes a teacher education project designed to prepare student teachers for mixed ability teaching. The procedures of developing the materials and training methods for this project based at the Universities of Nottingham and Leicester, The United Kingdom are also presented. (HM)

Achievement scores of student teachers in the areas of science, humanities, and social studies on tests of five process skills are compared. Fifty-four subjects were assigned to treatment (auto-tutorial) and control (lecture-discussion) groups. Subjects experiencing auto-tutorial instruction were found to achieve significantly higher than those in…

Defies the assumption that laboratory teaching skills are gained by preservice secondary science education majors through their undergraduate science programs, and presents expertise areas which every teacher should possess. Outlines activities for each skill which can become part of a methods course under the direction of science educators. (DH)

Discusses the need for preservice elementary teachers to experience inquiry first-hand, suggesting that they engage in problem-solving rather than just "talking about" it. A typical teacher education program is described with suggestions to incorporate inquiry-oriented experiences. An inquiry-oriented activity using sand and funnels is included.…