A study examined items selected by preservice teachers for inclusion in an assigned portfolio. Twenty-nine third-year and twenty-eight fourth-year preservice elementary school teachers in a science methods course were asked to complete portfolios that reflected course competencies. Seven items, on average, were selected by each cohort, with 76% of…

This paper describes how interpretations of inquiry have changed during the 20th Century. These multiple meanings have resulted in (a) confusion among K-12 teachers of science and (b) various interpretations by science teacher educators. Suggestions are provided for preservice programs (both science and methods courses), professional development…

Investigates differences in perceived inservice needs of veteran and nonveteran biology teachers as recommended by the National Research Council. Veteran and nonveteran teachers chose differing subjects for which mastery courses should be taught. Nonveteran teachers perceived a greater need for science teaching-methods courses. (LZ)

Analyzes demographic data about secondary science methods faculty regarding the faculty member's professional preparation, content of the methods course, secondary teaching experience, and information about the individual. Some implications for teacher education are included. (YP)

Reports on a study of teacher education programs for science teachers in New England. Focuses on data regarding the amount and types of science content and secondary science methods courses, program emphasis in science content, science processes and methods, science teaching techniques, and effectiveness of science preparation. (TW)

A three-part study was undertaken to determine the status of preservice elementary science education in New England. The first part ("Crisis in Elementary Science Education: New England") reports on a survey of New England teacher education institutions to determine the amount and types of science content and elementary science methods…