Pedagogical competence and teaching efficacy significantly influence the quality of classroom science learning. Without applying pedagogical learning in realistic classroom environments, there is slight possibility that prospective teachers will increase their teaching confidence or develop understanding of how learners acquire and construct…

Many science educators emphasize the need for meaningful science learning experiences and promote the idea of social constructivism in their methods classes, usually with inquiry-based activities that include physical manipulatives. However, the proliferation of technology in the nation's schools suggests the need to incorporate this trend…

In this action research work, I analyze the theory-practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results…

Many primary school teachers have insufficient content and pedagogical knowledge of science. This lack of knowledge can often lead to a lack of confidence and competence in teaching science. This article explores the impact of a year-long science methodology (curriculum science) course on second year Bachelor of Education (BEd) students'…

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

The science methods course is a requirement for the Bachelor of Science degree in elementary education licensure program in a mid-west state university in the U.S.A. In one semester, the author decided to evaluate the effectiveness of the science methods course in pedagogical content knowledge areas such as theory, planning and implementation.…

Science teacher educators strive to improve their elementary science methods courses through modification of existing content, activities, or teaching technique. But what do the enrolled preservice teachers expect to learn from these courses and how do they expect to learn it? This study qualitatively examines preservice elementary teachers'…

The purpose of this study was to investigate certification requirements for elementary teachers in educational institutions to determine their preparation in science. The amount and types of science content, the science processes and skills, science teaching techniques, and general preparation as an elementary teacher who will need to teach…

Five years of data related to teachers' perceptions of learning and knowledge were analyzed to ascertain whether differences existed between preservice elementary and secondary science students (N=435). These data were generated from a questionnaire derived from assumptions about learning and knowledge. The assumptions address five areas of…