Intends to fill the gap in the literature on science teacher preparation in Japan by focusing on the form, content, and processes of the student teaching experience associated with K-12 "attached" schools at Hiroshima University. Captures and describes processes that are central to Japanese models of teacher preparation. (SAH)

Introduces the notion of culturalizing science instruction--making the values enacted in science teaching and the resulting contexts explicit. In contrast to the possibility of value-free instruction implied in the philosophy level of Baptiste's typology, a premise of culturalizing science instruction is that curriculum is taught in a way that…

Surveys middle level female students (n=215) for their perceptions about the nature of science and the nature of the science classroom learning environment. Methodologies used in the study focus on the mental constructs that girls create from those perceptions as opposed to the views gained through teacher report, classroom observation, or…

Discusses how 36 student science teachers described and responded to one of their own classroom management problems. Based on student teachers' written accounts of a well-remembered event about classroom management. (SAH)

Examines the effects of block scheduling on teacher practice and student achievement. Sought to recognize the professional lives of teachers as a context for both change and stability. Investigates two questions: (1) How does one type of block schedule reform change science classroom practice within specific subjects; and (2) How does this reform…

Utilized a questionnaire to gather information about what strategies teachers and principals believed held the most promise for improving student learning in science and mathematics. Discusses questionnaire responses concerning science. (Author/SAH)

Analyzes the practices of two skilled and experienced middle level teachers with regard to research-based criteria for cognitive scaffolding in support of inquiry-oriented teaching. Research questions include: (1) what do skilled, experienced teachers do when scaffolding inquiry-oriented instruction; and (2) in what ways do they align with…

Examines two questions about science education faculty's knowledge and use of technology: (1) are science teacher education faculty using technology in their classrooms; and (2) do they desire to learn more about integrating technology into their efforts to prepare future science teachers? (Author/SAH)

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)

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)