Provides a simplified method of self-evaluation of lessons taught which is inexpensive and requires little training before utilization. (CP)

Surveys some predictions for the 21st century and presents data which stress the need for improving education. Cites inadequacies in present science course improvement projects and advocates changing the emphasis of science education to foster curiosity, creativity, competence, and compassion. (CP)

Reports on conference of public school and university personnel in which the improvement of preparation of prospective science teachers was the topic. Lists of suggestions are divided into the categories (1) secondary science methods courses, (2) student teaching, and (3) university-public school relationships. (CP)

As a major part of their science methods course, preservice elementary teachers start with a tested science unit and assemble a box of related manipulatives, audio visuals, worksheets, vocabulary cards, and other materials to be used in implementing the unit. The unit is then (ideally) used in practice teaching. (SD)

This report describes the mathematics education program developed with a limited budget and resources at a small liberal arts university. Details of course content, related projects, and student-teaching requirements are given. (CR)

A methods course was designed with the specific objectives of broadening the future mathematics teachers' perspective of the role of a teacher, and teaching by example what "methods" means. A detailed description of the course is provided. (SD)

The nature of school career education programs is briefly discussed. The organization of elementary and secondary methods courses to prepare teachers for integrating science or mathematics with career education is examined. (SD)

The paper describes cooperative school/university science teacher training program that is evolving at Indiana University. It requires approximately four to five semesters of study. (Author/CP)

Studied differences in preservice elementary teachers' attitudes toward concept science and science processes on the basis of semantic differential score gains in the pre- and posttest design. Concluded that process approach instruction in methods courses was effective in securing changes in a positive direction. (CC)

Analyzes science teaching on the basis of results of an assessment instrument which was administered to 283 preservice elementary teachers immediately following their teaching experience. Indicates that the brightest hope for the future is greatly dependent upon implementation of teacher education in colleges or universities. (CC)

A mathematics methods course is described in which peer teaching is used. Topics for lessons are selected from those appearing in professional journals. Evaluation and discussion of each person's lesson is carried out by the whole class. (JP)

Describes a science and mathematics methods course which attempts to develop elements within the prospective teacher rather than trying to reconstruct identical situations between preservice and actual teaching experiences. Examples of these elements are: self-perceptions, role perceptions, and ability to develop rapport with students. (JR)

Advocates that two methods courses should be developed for each subject area in elementary education so that prospective teachers can specialize in either the primary (K-3) or intermediate grades (4-6). In particular, suggested differences in science methods courses at these two levels are discussed. (JR)