Describes an experienced elementary teacher's understanding of the process of change in her science teaching practice. Uses reflective practice and critical introspection to look into her past and deep into her current thinking and practice as a key element of the interpretive process. (Author/SAH)

Compares and contrasts conceptions of science teaching by using two methods: analysis of metaphors used to describe teaching, and responses to open-ended questions. Participants were pre-service science teachers with undergraduate degrees in either physics, chemistry, or biology. (Author/SAH)

New technology education teachers who were surveyed (n=145) felt their college programs adequately prepared them in pedagogy and development of thinking skills; weakest areas were counseling needs and classroom management. Results could be interpreted two ways: either teacher education programs have only average performance or they are giving…

Technology teacher education students (n=13) learning to use computer-mediated communication (CMC) in teaching found the courses' learning activities and strategies effective. Prior computer experience and learning style did not influence performance. They needed more help integrating CMC in instruction. Course length, assignments, and breadth of…

Presents data demonstrating the disproportionately low numbers of female technology teachers, teacher educators, and students in British Columbia. Discusses recruiting inequities, history of gendering in industrial technology classrooms, and resistance to gender-specific interventions. Outlines a technology education curriculum for all students.…

Of 174 beginning elementary teachers, only 82 were familiar with technology education (TE). Most of the 82 used technology-related problem-solving activities and believed that TE developed transferable skills. However, 59% did not think TE should be more widely implemented in elementary education. Barriers included lack of equipment, supplies,…

Trends in technology teacher education programs since 1995 include the following: the number of graduates continues to decrease; numbers receiving alternative certification are increasing; elementary-level technology education is being emphasized; undergraduate and doctoral programs are declining; and the gender/racial imbalance continues. (SK)

Reports on the methods and outcomes of a teacher development project that exposed teachers to inquiry as it is practiced in the discipline of ecology. Explores factors that are potentially effective on teachers' professional development experiences in ecological inquiry. Examines the variations of teachers, starting points, grade levels, and…

Describes the content of a senior science methods course in elementary science teacher education in which pedagogical content knowledge is used for construction. Presents examples of three different kinds of pedagogical content knowledge on preservice elementary teachers that is used in this research. (Contains 47 references.) (YDS)

Indicates the difficulties for teacher educators in developing the content of courses because of changing conditions. Questions the context of the Concept Presentation assignment and asks how to progress in understanding the reflective processes involved in collaborative efforts inquiring into and improving professional practice. (Contains 30…

Discusses the issue of teaching evolution to middle and high school students and parent objections to this matter. Describes a curriculum resource book entitled "Teaching about Evolution and the Nature of Science" that was written for parents, teachers, and community leaders and is endorsed by the National Academy of Science's Center for Science,…

Discusses the recommendation in "Benchmarks for Science Literacy" and "National Science Education Standards" of teaching science through inquiry. Describes research focused on inquiry, investigation, and interpretation in a preservice science teacher preparation program. (Contains 14 references.) (YDS)

Design characteristics and instructional practices in exemplary technology education accord with cognitive science perspectives on learning, knowledge, and instruction, e.g., collaborative learning, socially distributed expertise, student as designer, and project-based learning. Teachers should examine the degree to which cognitive science theory…

Language and literary arts are based in the technology of communication, making communication studies in technology education inherently interdisciplinary. An interdisciplinary approach emphasizing learning to learn and metacognition can allay concerns about the future of the written word in a world increasingly driven by technology. (SK)

Seventh-graders (n=160) were assessed before and after a 9-week industrial technology course: 67 in traditional labs with old equipment, 65 in modular labs, and 28 in contemporary, updated labs. The contemporary lab produced the greatest achievement gain, significantly better than the modular approach in a number of areas. (SK)