Without the science content knowledge required to effectively teach this discipline, many elementary teachers struggle without the support of curriculum materials. Curriculum materials are often the main means by which these science practices and canonical knowledge are incorporated into lessons. As part of a 5-year longitudinal research and…

We studied how the practices of modeling supported preservice teachers (PSTs) as a reflection tool for knowledge integration in their science methods courses. In this exploratory study, elementary (n = 4) and middle/secondary (n = 7) PSTs drew models of the process of teaching and learning, including what occurred before, during, and after…

This study used identity as a framework to understand how preservice science teachers develop the reform-minded ideas inherent in science-specific reforms. Six participants systematically reflected about their reform-based and field lessons taught during a methods course and field lessons taught during student teaching. Patterns in their…

This study investigated the effectiveness of an Early Childhood Education science methods course that focused exclusively on providing various mastery (i.e., enactive, cognitive content, and cognitive pedagogical) and vicarious experiences (i.e., cognitive self-modeling, symbolic modeling, and simulated modeling) in increasing preservice…

Described is a way in which elementary science methods students experience the Generative Learning Model (GLM) from the learner's perspective and then analyze an activity about pendulums through the eyes of the pedagogue. The four phases of the GLM--preliminary, focus, challenge, and application--are discussed. (KR)