This study sought to better understand how past science learning experiences affected preservice elementary teachers, both in terms of their own self-efficacy and their perceptions of science teaching and learning at the beginning of their science methods course. Following an explanatory sequential mixed methods design, this study first involved…

Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and…

This research studied a group of three preservice elementary teachers creating a narrated stop-motion animation (Slowmation) from start to finish in 3?hours to explain the challenging concept of "phases of the moon" to elementary school children. The research questions investigated the preservice teachers' learning before and after the…

Using a case study approach, this manuscript describes the professional transformation of Gary--an Anglo, male novice teacher--by focusing on his first two years of teaching in a culturally diverse and economically disadvantaged school. As a participant of a larger hybrid, intervention project with peers, Gary received multiple hands-on and…

The purpose of this pragmatic action research study was to explore our re-conceptualization efforts in preparing pre-service teachers to guide the inquiry process with formative assessment and subsequently use the understandings to improve our teacher preparation program. The process was guided by two questions: to what extent did course…

This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context…

This study explored the dynamics of power relationships in secondary science methods courses taught at an urban university in Southern California for credential candidates. Data collection extended over 10 academic semesters. Employing frameworks of power, self-study, and critical pedagogy, the study analyzes the multifaceted and intricate roads…

Assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) on the concerns and attitudes of 85 preservice elementary teachers. Results indicate that neither traditional nor CBAM methods courses proved superior in affecting concerns or attitudes of the preservice teachers.…

Ascertained were the effects of an individualized instruction method, audiotutorial (AT), on the cognitive achievement in biology of prospective general primary grade teachers. Used as a control was a conventional lecture-laboratory format of instruction. Results indicate that the prospective teachers appeared to gain more from AT instruction than…

Determined whether the field experience component of an undergraduate science methods course influenced teachers' concerns and attitudes toward science and science teaching. Age, grade-point average, openmindedness, and school assignment were examined as variables which might explain some of the variance in the dependent measures. (Author/JN)

Documented training and educational activities of preservice elementary education majors (N=20) to determine what (if any) aspects of their science training contribute to developing the apprehension elementary teachers have toward science, science education, and science instruction. Results, conclusions, and implications are reported from the…

Examines how science teachers' (n=14) knowledge of science and science pedagogy changed after participation in a constructivist-based methods course. More-experienced teachers were paired with less-experienced teachers, and pre- and post-instructional concept maps, journals, portfolios, and transcripts revealed that, within the zone of proximal…

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…