Describes a two-year program developed at Virginia Polytechnic Institute and State University to address the need for improvement in physics and physical science teaching in Virginia, West Virginia, and Tennessee. Discusses participant selection procedures, program evaluation, program impact, and participant developed teaching materials and…

Describes a course for graduate science education students in the history, philosophy, and nature of science. Topics addressed include the course motivation and evolution; aims, topics, and goals; organization and instructional methodology; a reading list; projects; and grading and evaluation. (PR)

Describes using the writing process as an instructional strategy in science classes to encourage critical thinking. (PR)

Discusses traditional models found in teacher education and multicultural education to better understand the union of these two fields. Explores the implications of multicultural teacher education for future research in the field of multicultural science-teacher education. Proposes several ideas for multicultural science-education inquiry for…

Explores the potential for and limitations to learning science when middle-school students interact with computer simulations designed by scientists and built by professional programmers. Findings suggest that computer simulations can be used effectively when teachers use learning needs to guide choice of pedagogical style and alternate…

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)

Argues that the science methods course should be envisioned as the launching pad for a career-long process of professional development, a foundation for a successful student teaching experience, and the lynchpin of a teacher education program. (DDR)

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)

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)

Explains the relationship between middle school practices and teachers' self-efficacy beliefs. Studies the differences in science teacher efficacy and outcome expectancy, and compares teachers' self efficacy levels in middle and junior high schools. (Contains 57 references.) (YDS)

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)

Introduces a project called Teaching Elementary Physical Science (TEPS) which targets the improvement of elementary school science. Uses a cross-level mentoring approach between elementary and secondary school science teachers. Recommends providing opportunities to elementary school teachers to acquire specific teaching skills and self-confidence.…

Reports on a cross-cultural study into science teachers' awareness of potential culture clashes in their classrooms where their students' home culture differed from the culture of Western science being taught. In one setting, Canadian teachers taught mainly Aboriginal students. In the second setting, Japanese teachers taught Western science to…

Describes how one instructor used science education methodology in a language arts methods course. The purpose was to understand how preservice teachers might improve their science teaching through language arts methods. Discusses one preservice teacher and her use of the methodology in the science methods course in which she was currently…