The authors describe their study of a curricular module on computational thinking (CT) implemented within an elementary science methods course and reported insights on preservice science teachers' (PSTs') beliefs about CT integration. The research question was, "Following participation in a curricular module on CT, what is the nature of PSTs'…

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students' attitudes toward and views of science and science teaching, to model innovative science teaching…

This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The…

Investigates from students', professors', and researchers' perspectives the effects of a reform-based introductory undergraduate mathematics course and the efforts of a mathematics professor to teach such a course. Indicates that teacher candidates and the professor took an important step toward enculturation into a reform-based vision of…

This paper describes the development of a valid and reliable instrument to measure teacher candidates' attitudes and beliefs about the nature of and the teaching of mathematics and science. The instrument--Attitudes and Beliefs about the Nature of an the Teaching of Mathematics and Science--was developed for the Maryland Collaborative for Teacher…

This study documents and interprets the efforts made by one elementary science methods professor to make connections between mathematics and science in an elementary science methods course. This is an action research study using an N of one (a case study) from the theoretical stance of symbolic interaction. Participants in this study include the…

Documents and interprets the use of an electronic mail discussion group in a graduate elementary science education course (n=13). Feedback indicates that student interest in communication technology was piqued by the use of the discussion group and it enhanced communication and community formation. Instructor insights focus on the pedagogical and…

This paper describes the use of a valid and reliable instrument, Attitudes and Beliefs about the Nature of and the Teaching of Mathematics and Science, that measured teacher candidates' attitudes and beliefs. Data was collected from students (N=1,128) in mathematics, science, or pedagogy undergraduate college classes taught in higher education…

This paper, based on an interactive session, offers the perspectives of three male professors, all of whom teach science methods classes consisting primarily of female prospective teachers. These three men have engaged the matter of gender-inclusive education in their classrooms and have struggled with the ramifications of that engagement. It is a…

This study questioned whether there is a difference between Maryland Collaborative for Teacher Preparation (MCTP) teacher candidates and non-MCTP teacher candidates in the science content knowledge, beliefs, and perceptions they bring to their science classes, and in whether they complete the science methods course in their teacher education…

The integration of mathematics and science is a recommended pedagogical strategy made by major reform-based documents. The goal is to enhance learner understandings by recognizing the relationships between the two disciplines. Documented attempts to systematically enact this initiative in teacher preparation remain uncommon. As a result, an…

Intending teachers in two science education methods classes (Fall Quarter, n=27; Spring Quarter, n=21) read and discussed a qualitative study describing science teaching and learning in a culturally diverse middle school. The two primary participants in the qualitative study were a white female veteran life science teacher and a white male…

The Maryland Collaborative for Teacher Preparation (MCTP) is a National Science Foundation (NSF)-funded statewide undergraduate program whose goal is to promote the development of professional teachers who are confident teaching mathematics and science using technology, can make connections between and among the disciplines, and can provide an…

In the context of science, teachers reported reluctance to teach students with special needs, a university science teacher educator decided there was a need to conduct practitioner-research in an undergraduate, elementary/middle level teacher preparation program. Two courses were investigated. The first course was a general pedagogy course…

Discusses the use of four strategies in a science methods class that demonstrate how to use diversity to improve middle school science instruction. The strategies include sharing teacher/learner backgrounds to promote the notion of a class community, using case study, using multicultural scenarios, and using case study combined with video…