Much has been said about what science content students need to learn (e.g., "Benchmarks for Science Literacy, National Science Education Standards"). Less has been said about what science content teachers need to know to teach the content students are expected to learn. This study analyzed four standards documents and assessment frameworks to…

Explores one possible explanation for why student teaching of elementary science diverges from principles emphasized in methods courses. The explanation explored states that a student teacher in the classroom is influenced mainly by immediate situational analysis, rather than principles emphasized in coursework. (LZ)

Discusses four topics: (1) provides some background to the science-technology society (STS) movement; (2) suggests an expanded STS curriculum model for topics related to energy education; (3) applies the expanded model to one example of curriculum development; and (4) draws implications from the model for developing curriculum and instruction on…

Reports on one rigorous evaluation and search for desired components of a science methods course at a large state university. Student evaluations of assignments are used to rate them for effectiveness. Provides a model for other instructors interested in course evaluation. (LZ)

Describes one mechanism by which prospective science teachers are socialized into the teaching profession prior to their student teaching experience. A Discrepant Events Share-a-thon is conducted by prospective middle school and high school teachers at the Georgia Science Teachers Association annual meeting. (LZ)

STEP UP (Southern Tier Educators' Program for Understanding Physics), a cross-district, K-12 science teacher network devoted to physics was formulated. Key characteristics, funding sources, staff development formats, and growth indicators are outlined for others interested in replicating and/or expanding on the network in their home region. (LZ)

Describes a qualitative study in which eight elementary school teachers read research articles in children's science and were interviewed. Results fall in three categories: comments relating to the teachers' need to verify the findings of research reports, expressions of self-doubts and questions raised as teachers read the articles, and…

Describes a theory of metaphor and analogy and discusses its implications for enhancing teacher understanding of scientific inquiry and inquiry teaching at the elementary level. Discusses uses of analogy in classrooms: Scientific Theory, Learning Styles and Modes, Children's Ideas, Generative Teaching Strategies, Graphic Organizers, and…

Discusses teacher knowledge of nature of science. Asserts this is aspect of science content knowledge frequently neglected in teacher education. Differentiates between positivism and postpositivism. Describes textbook's role in fostering student misconceptions of nature of science. Suggests students be given chance to carry out their own…

Compares science preparation requirements of preservice elementary teachers with standards set by NSTA. Questionnaire was sent to 321 AACTE institutions. Most colleges do not require recommended 12 semester hours (18 quarter hours) of science, and only 20 percent of schools have science content courses designed for elementary education majors.…

Describes in-service course that used the learning cycle to involve teachers in consumption and production of science education literature. Students read and prepared summaries of NSTA journals, content journals, and research journals. Students developed their own article for publication. The process validates teaching ideas, promotes a sense of…

Provides guidelines for translating university science laboratories into middle school science activities. The need for guidelines is based on the authors' discovery that teachers teach what they were taught. Discusses six expected outcomes of middle school science activities: developing science concepts; practicing process skills; quantitative…