Of great importance for achieving science education reform may be teachers' interest in science and enjoyment of science. This study explores the motivational qualities (rated for "interest," "fun," and "learning" value) of different levels of inquiry of hands-on class activities. The participants, 53 preservice teachers in two sections of a…

It is a well-known fact that, in general, many students have a lack of interest and proficiency in mathematics and science. Therefore, it is imperative that we prepare and inspire all students, specifically students of underrepresented populations, to learn science, technology, engineering, and mathematics (STEM) content. Now in its fourth year,…

This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands-on learning stations,…

Presents a model describing one approach for extending seemingly limited hands-on activities into full-inquiry science lessons. Presents the model as a tool for facilitating science teachers' efforts to understand and implement powerful, effective, and manageable inquiry-based science instruction. (Contains 34 references.) (Author/ASK)

Suggests that teacher preparation courses should model hands-on activities that promote positive attitudes toward science. Investigates the qualities of activities in a field-based science methods course that motivates preservice elementary teachers to implement them in their own classrooms. (Author/CCM)

Assesses the effectiveness of an after-school, hands-on science program offered for two years for the purpose of stimulating in-service elementary school teachers to increase their use of the hands-on approach to the teaching of science and mathematics. (Author/CCM)