Nineteen pre-service and in-service teachers taking a chemistry teaching methods course at a university in Hong Kong were asked to take a diagnostic assessment. It consisted of seven multiple-choice questions about the chemistry of the lead-acid battery. Analysis of the teachers' responses to the questions indicated that they had difficulty in…

In a science education methods course, groups of students were initially involved in a face-to-face discussion and were sensitized about certain conflicting claims regarding a puzzling observation or set of observations. They were then instructed to resolve their conflicting ideas through electronic discussion. Students had two weeks time to…

Described is a way in which elementary science methods students experience the Generative Learning Model (GLM) from the learner's perspective and then analyze an activity about pendulums through the eyes of the pedagogue. The four phases of the GLM--preliminary, focus, challenge, and application--are discussed. (KR)

Analyzes problems with traditional teacher education, reviews the basic elements of the constructivist learning views, and discusses the advantages of a constructivist approach to science teacher education. (PR)

Three modules on chemical equilibrium, developed as resource materials for a content-methodology course in chemistry for intending teachers and also for general chemistry courses at the senior secondary and tertiary levels, are described. The use of these modules in a methodology course showed a significant development of competence in the…

The purpose of this causal-comparative study was to compare reasoning level, American College Test (ACT) science, process skills, and physical science misconceptions of preservice elementary and secondary science teachers and to investigate gender differences. The stratified randomly drawn sample (n=68) consisted of preservice elementary and…

Describes a lesson on pseudoscience for a teaching methods course that promotes active student participation, is not a laboratory activity, and follows the sequence of the three phases associated with the learning cycle model. Contains a true-false science questionnaire to be administered to students as a bridge to discussion. (PR)

The objective of this study was to assess the misconceptions held by preservice teachers about essential concepts of the moon related to information taught in elementary schools in Taiwan and to develop multiple-choice test items to identify the misconceptions about the moon. Additionally, this study considered relationships of gender, religion,…

Explains that many preconceptions and misconceptions ethnically different children bring to science instruction originate in their particular cultural heritage. In many cases these conceptions inhibit or interfere with the learning of scientific concepts. It is advised to impart to teachers with information about this source of difficulties in…