Early experiences, extending throughout the school age years, often instill in the disabled student the idea that his or her role is one of passive observer in an active learning setting. Discusses specific in-class activities appropriate for science methods courses and science educator responsibilities. (LZ)

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…

A mechanism for introducing elementary science methods students to the learning cycle and providing them with a technique for integrating the learning cycle approach with the use of elementary science textbooks is described. An example of a modified lesson, a publication list, a learning cycle checklist for students, and student perceptions…

Described are how invitations to inquiry have been used in presentations to effectively demonstrate and explain the notion of inquiry and its role in science teaching and how they can be used in teacher education. An initial segment of an invitation to inquiry script and a list of topics that have been used as invitations to inquiry are included.…

Critical background references on the problems related to comprehension of science text material, a conceptual framework on which to base instructional decisions, and some specific activities designed to enhance science reading comprehension are presented. (36 references) (KR)

This study qualitatively investigated preservice science and mathematics teachers' perceptions and concerns about classroom management and discipline (n=16). Results reveal that students do not have a clear understanding of classroom management and therefore look for quick fix solutions to discipline problems. (PR)

Explains that many preconceptions and misconceptions ethnically different children bring to science instruction originate in their particular cultural heritage. In many cases these conceptions inhibit or interfere with the learning of scientific concepts. It is advised to impart to teachers with information about this source of difficulties in…

Broadens the perspective taken by preservice and inservice teachers on the importance of science to the elementary school student. Helps education students consider the importance of science education for jobs. (PR)

Analyzes problems with traditional teacher education, reviews the basic elements of the constructivist learning views, and discusses the advantages of a constructivist approach to science teacher education. (PR)

Discusses the following questions: (1) What is hands-on science? (2) What does it mean to be engaged in hands-on science activities (HOSA)? (3) How can teachers tell good HOSA? (4) When is a good time to use HOSA? (5) What can students learn from HOSA? (6) What assessment techniques will help teachers understand what students are learning? (PR)

Describes and suggests the use of a problem-solving model that improves communication between student teachers and supervisors through the student teaching practicum. The aim of the model is to promote experimentation with various teaching techniques and to stimulate thinking among student teachers about their teaching experiences. (PR)

Describes an interviewing activity that teaching methods instructors can use to help students break away from archaic, entrenched notions of teaching and learning. (PR)