Analyzes problems with traditional teacher education, reviews the basic elements of the constructivist learning views, and discusses the advantages of a constructivist approach to science teacher education. (PR)

Describes the use of the reading reaction sheet as a strategy to help methods students construct meaning about science teaching and learning. This strategy illustrates the integration of reading, writing, and science education and its application to classroom practice. (PR)

Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

Describes the use and benefits of using videotaping in a preservice education program. (PR)

Presents a feedback approach used by the author to evaluate the degree to which the desired outcomes of a science methods course are met and to clarify students' perceptions about the course. (PR)

Describes the needs of elementary science teachers and presents a program model for preservice science teacher education. Discusses developing attitudes, skills, and knowledge. (PR)

Broadens the perspective taken by preservice and inservice teachers on the importance of science to the elementary school student. Helps education students consider the importance of science education for jobs. (PR)

This study qualitatively investigated preservice science and mathematics teachers' perceptions and concerns about classroom management and discipline (n=16). Results reveal that students do not have a clear understanding of classroom management and therefore look for quick fix solutions to discipline problems. (PR)

Explains that many preconceptions and misconceptions ethnically different children bring to science instruction originate in their particular cultural heritage. In many cases these conceptions inhibit or interfere with the learning of scientific concepts. It is advised to impart to teachers with information about this source of difficulties in…

Study investigated whether the use of videotaped models demonstrating effective teaching strategies in an elementary science lesson would promote increased use of effective questioning strategies among preservice teachers (n=38). Results show that the use of the videotaped teaching models increased the use of high-level, divergent,…

Study examined science methods courses and characteristics of instructors (n=65). Of the responding institutions, 24% had only a general methods course. Most science methods courses were for three credits. Instructors were mainly male with an average age of 50 years. Differences were found between three groups of faculty teaching science methods:…