The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the…

In this article, the author describes her early fascination with the natural world, and how this directed her through school and university into a scientific career. She talks about how she combined her previous experiences into one fabulous job, running the educational outreach for a pharmaceutical company, before the teaching itch led her to…

This study has been carried out to identify the relationship between the epistemological beliefs of student teachers and their metacognitive perceptions about the nature of science. The participants of the study totaled 336 student teachers enrolled in the elementary science education division of the department of elementary education at the…

The work reported in this article is part of a wider project that aims to develop and implement a web-based, pan-European, in-service professional development platform for teachers to enhance their role in promoting education through science. This article aims to evaluate the implementation of the e-module on Assessment of Children's Learning in…

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with…

Fox Hill Primary School is part of a family of schools in Sheffield that is piloting the Specialist Schools and Academies Trust Primary Specialism for Science. In parallel to this work, Fox Hill participated in the Smarter Schools project from September 2008-2009. This project, funded by the AstraZeneca Science Teaching Trust, was set up by the…

While the great scientists of the past recognized a need for a multidisciplinary approach, today's schools often treat math and science as subjects separate from the rest. This not only creates a disinterest among students, but also a potential learning gap once students reach college and then graduate into the workforce. "Cases on…

This study explored how preservice teachers grew in their understanding of inquiry science through conducting an in-depth individual inquiry investigation in their science methods course. Elementary preservice teachers' understanding about inquiry investigations, their attitudes towards the assignment, and their views towards using individual…

This study aims to understand the design and implementation of elementary methods classes focused in science instruction by teacher educators in the colleges and universities in the state of Arkansas. All 18 institutions with an Early Childhood Education program approved by the Arkansas Department of Education were reviewed with interviews, site…

Preservice preparation courses for elementary teachers of science can provide opportunities to build pedagogical content knowledge. One common concern of preservice teachers is how to cope with a preplanned lesson that does not proceed as planned. Providing opportunities for preservice teachers to experience the unexpected actually immerses them…

Assessed the effectiveness of conducting an elementary science methods course based on the Concerns Based Adoption Model (CBAM) on the concerns and attitudes of 85 preservice elementary teachers. Results indicate that neither traditional nor CBAM methods courses proved superior in affecting concerns or attitudes of the preservice teachers.…

Described is a program at Worcester Polytechnic Institute in which engineering and science students with no education background teach elementary science classes to grades K-5. (SL)

A study was done to determine if there are advantages in teaching a science methods course in conjunction with field experience. Results showed that taking the science methods course with the field experience did not help education majors to understand science processes. (JN)

This article presents data on Big Eight faculty involved with elementary science methods courses regarding their, rank, training, precollege teaching experience, college teaching experience, course load per year, publications, NSTA convention attendance, inservice presentations, and content of their methods courses. Concludes that these professors…

Research findings indicate that the elementary school is the most effective level for intervention leading to improved attitudes, higher achievement, and increased access in science. Yet, deficiencies in elementary teachers' interest in science, in their confidence in their ability to teach science, and in their pedagogical and content preparation…