Describes the preservice science teacher-preparation program at the University of Iowa. Clinical experiences include training in self-instructional modules, individualized instruction, case studies, levels of intellectual development, teaching style, classroom communications, and elementary activity-centered teaching. (MLH)

Examines the prevailing system for the training of science teachers, particularly for the primary and secondary levels. Outlines the entrance requirements and curriculum for each level. Analyzes the system and offers suggestions for general improvement. (GS)

Describes a comparison between 1965 and 1969 questionnaire survey results received from 38 institutions. Indicates the correspondence of subject-discipline evolution in agreement with suggested recommendations, except for mathematics (CC)

Investigates some of the evaluation methodologies presently being advocated in assessing the merits of education programs for training science teachers. Questionnaire data from ex-students were used to elicit raw data and an understanding of these data by a newer methodology involving ordering theory. (CS)

Discusses the philosophy and practice of science teacher education and probable areas for innovation. (MLH)

Recommends that performance-based teacher education be phased in concomitant with suitable research teacher competencies and the use of performance as a criterion for teacher education. (MLH)

Describes the Teacher Education Program in Science and Mathematics Education at The Ohio State University and outlines the comprehensive majors that are offered in this area. Also provides abstracts of six research studies which are concerned with aspects of the program. (JR)

Discusses the characteristics, especially field experience involved, of an elementary science teacher education program, and indicates supportive feedback from students enrolling in this methods course. (CC)

Describes and analyzes an action-research seminar for prospective elementary and secondary teachers in terms of how it facilitated prospective teachers' learning to teach for conceptual change. Contains 37 references. (Author/WRM)

Suggests that the following three elements of investigation processes serve as the basis of secondary science methods courses: identification of a problem and subsequent design of an investigation; examination of existing investigations which illustrate good and poor science; and completion of representative activities in curricula which deal with…

Discusses the behavioristically- and humanistically-oriented positions in teacher education, and suggests an eclectic approach to methods course implementation applicable to both elementary and secondary level science. (CC)

Describes science education programs established in Indonesia for high school graduates. The one-, two-, and three-year programs were established in response to the severe and growing shortage of secondary teachers in this country. A complementary inservice distant learning scheme to upgrade semi-qualified graduates of these programs is also…

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)

Discusses the nature of science as inquiry, differentiating between "science as inquiry" and "teaching/learning by inquiry." Provides evidence of confusion existing among teachers on the notion of inquiry and offers practical suggestions to teacher educators to help teachers better understand inquiry and to use the method in…

Describes and analyzes two science methods courses at the elementary and secondary levels for how they addressed four ideas: (1) how students learn science; (2) how teachers teach science to students; (3) how prospective science teachers learn about the first two ideas; and (4) how methods instructors teach prospective science teachers about the…