Survey results reveal trainee primary teachers are well informed about the nature and location of the ozone layer and appreciated that it screens the earth from ultraviolet (UV) rays, although some thought that it protects the earth from acid rain. Identifies themes in students' thinking and groups of students with different concepts. (LZ)

Investigates what two teachers learn from each other as they engage in the three-month coteaching of an engineering curriculum to Grades four and five. Provides direct and indirect evidence of teachers' knowledgability. Contains 34 references. (DDR)

Addresses common issues in teaching about American-Indian culture, history, and values, and discusses errors made by teachers of American-Indian students or when teaching other students about American Indians. Teachers' lack of knowledge about American-Indian culture and students and about their students' preferred learning styles is the greatest…

Discusses the concept of pedagogical content knowledge within the context of science teaching. Defines the concept and identifies teaching experience as the major source of pedagogical content knowledge. Contains 69 references. (DDR)

Presents data from a study of Papua New Guinea trainee primary and secondary science teachers' views toward evolution education. Finds that primary trainees exhibit poor awareness of the centrality of evolution to modern biology; secondary trainees have similar understanding of evolution, but have better attitudes toward evolution education. (DSK)

Classroom teachers are uniquely placed to contribute to knowledge about classroom practice. Encourages the search for the key to unlock the research potential of teachers. (DDR)

Explores some of the common difficulties experienced by preservice primary teachers with mathematical word problems. Examines weaknesses in students' content and procedural knowledge, with a particular focus on how they apply these aspects of knowledge to solving closed word problems. Contains 34 references. (Author/ASK)

Describes the current programs and future plans the Association for Science Education (ASE) in Great Britain has for helping teachers learn more about students with special educational needs in the science classroom. (WRM)

Interviews Regie Routman, well-known advocate of whole-language instruction, about her new book, "Literacy at the Crossroads," in which she presents a clear response to critics of whole language and of education in general. Urges teachers to participate in professional development and communicate their professional knowledge about good teaching…

Explores the connections that three preservice elementary teachers made between their experiences as learners of mathematics in masters-level university methods courses and their experiences as teachers of mathematics in the fieldwork classroom. Concludes that the goals of methods courses should include developing and nurturing particular habits…

Scrutinizes the way subject knowledge is characterized in recent legislation covering initial teacher training in Great Britain and offers a different model for describing the way such knowledge interacts with other aspects of teaching. Explores the implications of the model for both the auditing of subject knowledge and the assessment of trainee…

Explores the dynamics in the loci of commitment of several participants in a university-level biology course developed for elementary school teachers. Concentrates on two instructors with almost opposing loci of commitment. Contains 19 references. (DDR)

Describes the accounts of four Grade 1 teachers as they take action to improve their science teaching skills. Provides information on teacher background, early teaching strategies, confronting ideas about teaching science, and the steps taken to reform practice. (DDR)

Details a study that tests the effectiveness of brief instruction on the causes of night and day and the seasons. Employs simple, inexpensive models. Findings are useful for science teacher educators. Contains 32 references. (DDR)

Argues that some common student misconceptions are perpetuated by teachers, textbooks, and rote-learning methods and that strategies to challenge and change these misconceptions are needed. Focuses on misconceptions related to the eye and how it works. (DDR)