Reasons for not using generative learning or inquiry-oriented strategies in teaching include the fact that it takes too much time to develop appropriate materials and the instructional pace is too slow. This research studies the thinking of elementary teachers concerning a generative learning model of instruction as they developed unit plans for…

Describes the assessment of elementary-education majors' understanding of the learning cycle. Students displayed a high frequency of alternative conceptions even though the assessment was administered after they had received instruction and extensive modeling of the learning cycle. The data provided by the test can be used to improve instruction…

Presents a research project designed to teach preservice teachers the educational research techniques necessary to perform a study of the gender-equity practices of science, mathematics, and technology teachers in selected local high schools. (PVD)

Argues that teachers are challenged to understand how constructivism can serve as a referent for teaching. Discusses one approach that provides opportunities for teachers to practice innovative strategies while engaging in discourse about the process. Contains 25 references. (DDR)

Examines three questions about science teachers' beliefs regarding the necessity of science reform strands, teachers' perceptions of the implementation of reform strands in their classrooms, and how teachers' beliefs relate to their perceived implementation of reform efforts. Contains 43 references. (DDR)

Describes the professional development framework utilized in the Integrating Laboratory Instruction and Assessment (INLAB) project directed at changing teacher practice. The framework is based upon the establishment of an intellectual community of learners. (DDR)

Describes an innovation designed to capitalize on certain benefits of concept maps. Uses computer software with preservice teachers to enable them to construct concept maps that represent their own subject matter knowledge. Contains 21 references. (DDR)

Presents the perspective of a science teacher educator on evaluation systems for courses and faculty. Critiques the traditional university course evaluation instrument and offers suggestions for augmentation. (DDR)

Details a collaborative reform effort between a school district and a university that includes an elementary teacher preparation program with an emphasis on science, mathematics, and technology. Contains 48 references. (DDR)

Discusses the results of an attempt to provide an environment more conducive to the personal needs, learning styles, and interest orientations of elementary education majors in an introductory course in the biological sciences. (DDR)

Reports on a study that seeks to characterize and detect the salient features which mark the activities of science teaching distinctly as teaching or as science teaching. Draws from a multi-year National Science Foundation (NSF) project that involves students in special recitation sections for introductory biology. (DDR)

Reports on a case study of a beginning science teacher's metaphorical thinking about teaching, learning, and the relationship to practice. Focuses on the rural environment of the third-year biology and science-technology-society (STS) teacher. Contains 27 references. (DDR)

Details a project developed to provide stimulating science classroom environments as incentives to draw talented science majors into teaching. Focuses on the experiences of one student. (DDR)

Explores differences in Diderot's and Rousseau's pedagogical ideas: the former emphasizing technology as a systematic body of knowledge and the latter focusing on human development and the relationship of knowledge to context. Examines their influence on mechanical arts, systems, and technology education today. (SK)

An attitude survey was completed by 102 of 150 Iowa vocational-technical administrators and teachers in community colleges; a Delphi panel was conducted with 13 total quality management (TQM) experts and 14 instructional supervision experts. Results shaped a model for high-quality instruction with six components: customer-driven quality, teamwork,…