This study provides evidence of the effect of video analysis of real classroom situations as a support for promoting the professional vision among primary education pre-service teachers. Specifically, it focuses on the Science Process Skills involved in scientific inquiry when teaching through this method. This quasi-experimental study (n = 90)…

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the…

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)

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)

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)

Compares the way preservice elementary teachers build knowledge and beliefs to the way learners build science knowledge. Describes a reconceptualization of an elementary science methods course consistent with this assumption about science teaching. Contains 22 references. (DDR)

Examines the efficacy beliefs preservice teachers bring to methods courses in science and mathematics and the changes in their beliefs as a result of the enriched experiences of methods courses. Contains 22 references. (DDR)

Studies elementary and middle school students' understanding of scientists and doing science in school by using the Draw-A-Scientist Test (DAST). Recommends creating opportunities for students to see scientists in different settings and roles. (Contains 23 references.) (YDS)

Concerns perceptions held by prospective teachers about an experimental science content course. A phenomenological perspective guides the study's design. Phenomenological inquiry is the search for the understandings and meanings that the involved participants hold about an object, person, or situation. (SAH)

Focuses on two aspects of the use of concept cartoons in preservice science teacher education: evaluating their use as a teaching and learning approach, and challenging student teachers' perceptions of how constructivist principles might be implemented in the classroom. (SAH)

Focuses on the behaviors and experiences of beginning teachers as they face the task of teaching science on a regular and extended basis for the first time. Finds that experiencing success appeared to be a major contribution to effective science teaching by beginning teachers. (Contains 31 references.) (WRM)

Discusses an innovative process that was used for engaging prospective teachers in collaboration and reflection on their learning as they developed a multi-media portfolio. (Contains 15 references.) (WRM)