As western society becomes increasingly reliant on scientific information to make decisions, citizens must be equipped to understand how scientific arguments are constructed. In order to do this, pre-service teachers must be prepared to foster students' abilities and understandings of scientific argumentation in the classroom. This study…

Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based…

This article discusses how modern technology, such as electronic response systems, PeerWise system, data collection and analysis tools, computer simulations, and modeling software can be used in physics methods courses to promote teacher-candidates' professional competencies and their positive attitudes about mathematics and science education. We…

This qualitative study examines the change in a preserve program as our faculty members systematically work together to change the culture of our college to one in which everyone assists future teachers to work with ELLs. The iTeach ELL Systems Framework has promoted understanding of the interconnected nature of student learning, which includes:…

Early childhood educators teach science to all students, including students with disabilities. Strategies for accommodating students with disabilities in science, including familiarity with equitable frameworks such as Universal Design for Learning (UDL) are therefore a critical aspect of early childhood teacher candidates' pedagogical content…

Since the beginning of the reform movement in science education, there has been concern that elementary teachers lack the science content knowledge (SCK) needed to engage students in authentic scientific inquiry. This study included 19 preservice elementary teachers and examined the development of their SCK within the context of a uniquely…

Many preservice primary teachers have low self-efficacy for science teaching. Although science methods courses have often been shown to enhance self-efficacy, science content courses have been relatively ineffective in this respect. This study investigated whether a tailored science content course would enhance self-efficacy. The participants were…

Preservice teachers often enter teacher education programs with naïve views about mathematics and science as well as the various domains of knowledge needed for effective teaching. A significant body of research has demonstrated that teacher knowledge is multifaceted and consists of both subject matter knowledge and pedagogical content knowledge.…

The case study reported in this paper is part of a larger multiple cross case analysis focusing on pre-service teachers with various initial confidence and attitudes toward science and science teaching. In this paper, the focus will be on one elementary teacher candidate, Lisa, who began the science methods course with a negative attitude and low…

This study evaluates the use of blogging and what it reveals about the development of science teaching ability in pre-service elementary education majors. The investigation occurs in a structured community and takes into consideration interactions among community members as they reflect on their own experiences and respond to the blogs of other…

This paper explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge (PCK) over the course of a semester's study in a science methods course. At the start of the semester, PCK was introduced to them as an academic construct and as a conceptual tool that they…

Elementary teachers are criticized for failing to incorporate meaningful science instruction in their classrooms or avoiding science instruction altogether. The lack of adequate science instruction in elementary schools is partially attributed to teacher candidates' anxiety, poor content and pedagogical preparation, and low science teaching…

This research is about using two different instruction models, "theory course combined with sample introduction" and "theory course combined with case method teaching", to instruct elementary teachers on how to guide the science fair product in two courses (16 and 12 teachers in each class) and observe their guiding tactics after the instructed…

With the emergence of mobile technologies, students' access to computing devices is omnipresent, as is their ability to collaborate through multiple modalities. This 21st-century affordance has generated a shift in the way preservice teachers are prepared to use, understand. and interact with social media (e.g., blogs) during their academic years.…

This paper describes the second year of a multi-year study on the implementation of Peer Instruction and PeerWise-inspired pedagogies in a physics methods course in a teacher education program at a large research university in Western Canada. In the first year of this study, Peer Instruction was implemented consistently in the physics methods…