Current literature suggests ways in which science education can be improved within schools; however, curriculum implementation based on current knowledge has not been achieved. The purpose of this study was to evaluate instruction designed to teach preservice science teacher education students content using techniques recommended by the reform literature to determine its effectiveness in preparing future teachers to teach science. Comparing pretest and posttest scores, there were significant changes in the students' (1) attitudes toward science, (2) sense of the relationship between science content and ways of learning, and (3) ratings of future computer usage in the classroom. There were no measured effects of the treatment on changing scores of tests, measuring reasoning patterns, problem solving skills, or overall ratings of certain teaching strategies. (PR)