Preservice teachers' success in a science lesson presentation was not significantly influenced by the number of science courses taken previously, the science topic chosen, or grade level selected for the presentation. (CP)

Teachers required to use an Elementary Science Study (ESS) unit during student teaching tended to use more of the techniques advocated by ESS in their own classes one year later than did teachers allowed to plan their own approach during student teaching. (AL)

Reading practicums combine the theoretical study of teaching methods, techniques, and practices with on-going classroom experiences of the prospective teachers. (SW)

Reviews the philosophical basis and rationale for the secondary school level biology methods course at Mankato State College. Course emphasizes these topics and activities: science curriculum developments, textbooks, student presentations, laboratories; lesson plans, demonstrations, continuing project, evaluation, controversial issues; curriculum…

Describes a short course in German taught by student teachers to sixth graders and junior high school students. It is stated that this program bridges the gap between theory learned at the university and practical experience gained in the public school, and should increase the benefits of student teaching. (EJS)

The first concern of the English methods course should be the students' expression and understanding of their own feelings. (DD)

Presents an approach that attempts to use environmental education as a thread in the science methods course in teacher education. Describes the framework, strategies, and activities used. Discusses some of the difficulties that student teachers encounter in translating this approach to the practical level. Appendixes include some activities and…

Describes the use of electronic mail discussion lists for students in science methods courses as an attempt at ensuring that preservice teachers are able to use electronic educational technology in teaching science. (JRH)

Investigates three approaches to hands-on science learning in two contexts, an elementary science methods class and a secondary science methods class. Focused on an activity on foam. Concludes that when developing models for teaching science methods courses, methods instructors need to share power with prospective teachers. (Author/MM)