Describes a three-phase program of instruction in preservice science teacher education culminating in the actual teaching experience. The science fair is included as an important part of the program. (SA)

Describes Indiana University's elementary science teacher preparation program. The program consists of three elements or streams: (1) content process stream, (2) the planning stream, and (3) practicing field experience stream. A Basic Science Skills course is the first course in the sequence followed by content courses, methods, and early…

Compares changes in attitudes toward science and open-mindedness in treatment and nontreatment groups of preservice elementary teachers enrolled in an inquiry-oriented methods course and an expository freshman physics course, respectively. Concludes that course design effects a difference in attitude and open-mindedness. (CS)

This study, conducted by the University of Southern Mississippi in cooperation with the Hattiesburg public schools, investigated the impact of activity-centered science lessons (taught by prospective elementary school teachers) on the attitudes of upper elementary (grades 4-6) children toward science. (HM)

Explores one possible explanation for why student teaching of elementary science diverges from principles emphasized in methods courses. The explanation explored states that a student teacher in the classroom is influenced mainly by immediate situational analysis, rather than principles emphasized in coursework. (LZ)

Analyzes problems with traditional teacher education, reviews the basic elements of the constructivist learning views, and discusses the advantages of a constructivist approach to science teacher education. (PR)

Presents results of a survey to science education tutors in university departments of education in the United Kingdom (43 responses). Among the conclusions was the most frequent strategy for raising issues of race, and science teaching appears through analysis of texts for bias or stereotyping and through discussion of the nature of science. (PR)

Examines the effects of a science methods course on the attitudes of the preservice elementary teachers (n=145) toward teaching science. Results indicated a significant positive change in attitude that was not significantly different for low and high science achievers. (MDH)

Reports on an action research study of one male science education professor's experience teaching elementary science methods to females. Presents the perspectives of co-researchers and examines what each learned about the professor's practice. Contains 97 references. (DDR)

This paper deals with a required methods course, based on the national curriculum of science and technology for junior high schools. The course participants are pre-service teachers who study towards a B.Sc. degree in education in science and technology parallel to their studies in one of the faculties of sciences or engineering. Working in small…

In this study, an instructional design model was employed for restructuring a teacher education course with technology. The model was applied in a science education method course, which was offered in two different but consecutive semesters with a total enrollment of 111 students in the fall semester and 116 students in the spring semester. Using…

This paper presents the course outline of a methods course for elementary education majors that is based on the structure of the Florida Sunshine State Standards pertaining to science. This structure provides education majors with the vertical scope and sequence of public school science education. The focus is on pedagogical knowledge beyond the…

Presented is a trial version of a teaching module which is part of a Modular Methods Course in the Elementary School Science Education at the University of Georgia. The general and specific performance objectives are presented as well as an outline syllabus of learning activities designed to help in the achievement of these objectives. Topics…

The Block Program is a 1-year, 30 semester-hour elementary teacher education program with emphasis on science and mathematics. It alternates classroom experiences at increasing levels of responsibility with methods courses in time segments ranging from 1 to 9 weeks. During the classroom experience segments, students spend the entire day in the…

The use of hands-on and of nonmanipulative training in process skills are compared to determine the effects on preservice teachers' knowledge of process skills, understanding of science, and attitudes toward science, science teaching and method of instruction. The results show a need for training teachers in process skills using an individualized…