The concepts of "culturally relevant pedagogy" and "culturally responsive teaching" have been interpreted and enacted in various ways for over two decades. Informed by this research, the author shares a critical approach to teaching and learning using "sociotransformative constructivism" (sTc). This framework merges…

The typical elementary classroom hosts a range of diverse students. Not only do students bring varying academic readiness levels, background experiences, interests, personalities, and learning preferences to the classroom, but some students also have physical disabilities that must be considered when designing science instruction. The formerly…

Learning to teach elementary science well is not only a goal for preservice teachers. This article describes a partnership that has led to an on-site science methods course in an elementary school library that blends pedagogical instruction with practical classroom time to the benefit of inservice and preservice teachers. In the course, both sets…

In her current role as an elementary science methods instructor at a small midwestern university, Dena Harshbarger wanted to help teachers restructure traditional science fairs into "science conventions" to more accurately reflect how scientists share their findings within a scientific community (Barth 2008). Traditional science fairs…

The first-grade classroom was like a natural history museum. Bird nests of every shape and size lay on top of bookshelves that lined two walls. Methods students, who were visiting the classroom in preparation for the science lessons they would teach there, were immediately inspired by the collection. They used the collection as a springboard for…

It all began with casual conversation between a university supervisor and classroom teachers and approval to use an unused classroom at a local elementary school. The space became the hub of an exciting professional development (PD) opportunity for classroom teachers. This article describes how hosting an on-site university science methods course…

In describing the professional development journey of science teachers, the National Science Standards (NRC 1996) provides a useful cartography. Inquiry, those standards suggest, is the central strategy for the teaching of science. By illustrating the parallels between inquiry as a form of scientific investigation and inquiry as a classroom…

In this article, the author shares her experience in successfully teaching elementary students how to create a tornado using a guided-inquiry approach. The guided-inquiry approach is a form of teaching in which the teacher poses the question, but lets the students decide how to answer the question. Students were so excited about the process they…

Describes the use of electronic mail discussion lists for students in science methods courses as an attempt at ensuring that preservice teachers are able to use electronic educational technology in teaching science. (JRH)

On a recent trip to a local art museum with a group of undergraduate teacher candidates, the author was impressed by the presentation made by the group facilitator. She showed the teacher candidates a slide of a painting found in the gallery and asked the students to take a few minutes to examine it and be prepared to share what they found…

Literature concerned with the preservice preparation of elementary school teachers in science and science teaching methods, both research studies and program guidelines, was reviewed along with studies of the status of elementary school science teaching. Most reports reviewed concluded that the present teacher education programs are an inadequate…

Children love observing seeds change as they germinate and grow into tall healthy plants, but how can teachers make investigating plants an exciting and immediate event? Microscopy might just be the answer. Although most students have seen flowers, not many have looked closely at their various structures or seen their colorful designs only…

Describes an activity in an elementary science methods course in which preservice teachers use a simulation exercise to select a specific elementary science curriculum program. (JR)

Describes a project for preservice and inservice teachers enrolled in an elementary school science methods course. Purpose of the project is to study children's concepts of science and to develop understanding of cognitive development. Interview techniques are based on Piagetian methods. Studies are critiqued on a group basis. (JM)