In this action research work, I analyze the theory-practice integration in teacher preparation within the context of a science and technology (S&T) education teaching methodology course aimed at future elementary teachers. The course was designed, developed and evaluated taking into account this relationship as one of its axes. The results…

Effective science teachers use curriculum materials as a guide in their planning, critiquing and adapting them to promote inquiry-oriented, standards-based teaching and address specific contextual needs. Unfortunately, many preservice teachers encounter difficulties with these design tasks, making changes that are inconsistent with science…

This paper addresses the dilemmas encountered by two secondary science education instructors designing a course for preservice elementary teachers. Taking into consideration past experiences of teaching education and science courses in general and with preservice elementary teachers in particular and recommendations from state and national…

In this paper we describe a model for a science fair, within the context of an elementary science methods course. We first describe the theoretical perspectives from which the idea of science fairs derives and we provide definitions as we sketch the characteristics of commonly used science fairs. We then describe the context and processes of a…

A study determined that an interdisciplinary social studies and science methods course favorably influences the curriculum constructs of elementary teacher education students when it is designed for deep personal meaning rather than surface skill acquisition. (JN)

The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also…

Discussed is the elementary science teacher curriculum and its role in students' interest in science. Qualifications, teacher attitudes about science, college preparation, hands-on experience, science instruction, science method instruction, and the role of the administrator are described in terms of effective elementary science programs. (KR)