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During the exploratory phase of this two-year project, 234 instructional computer programs were written by 167 junior and senior high school students, instructed as individuals, in small groups, and in whole classes. Then a doctoral study investigated the effectiveness of computer-assisted instruction in the development of problem solving skills. The study compared three conditions of learning from booklets, three conditions of computer training, and one untutored group in each of six eighth grade classes, all crossed on sex and two IQ levels (above and below the class average). Data analysis showed that students below the class IQ average of 113 who used a combination of two types of computer training materials out performed every other group in the three main problem solving functions. A study of paired learners at different IQ levels used the same design as the doctoral study, but no significant results emerged. Negative results were also obtained from another small study which investigated ability changes in seventh grade students following experience in computer programing. Finally, two versions of the language COMPUTEST for the IBM 1620 and a conversational language for use on the IBM 360 remote terminals were developed. The dissertation provides the bulk of this document. (BB)

This paper presents the procedures, findings, and conclusions of a study designed to determine the effects of a modified elementary science education methods course on students' creative thinking, self evaluation, and achievement. While lecture-discussions were essentially the same for both experimental and control groups, the laboratory sessions and written assignments were different. In the experimental group laboratory, creativity-training activities including (1) brainstorming, (2) inquiry development, (3) morphological analysis of problems, and (4) invitation to creative thinking were used. Pretest and posttest scores of fluency, flexibility, originality of idea production, and achievement were gathered for both groups. Two researcher-constructed instruments to provide data on students' ratings of (1) their achievement and (2) the course were administered. The experimental group was found superior to the control group in gains in fluency, flexibility, and originality. No difference was found between groups in achievement scores. There were no significant differences between groups in self-ratings of achievement of cognitive course objectives. The findings suggest that creativity can be improved. (LC)

The purpose of this causal-comparative study was to compare reasoning level, American College Test (ACT) science, process skills, and physical science misconceptions of preservice elementary and secondary science teachers and to investigate gender differences. The stratified randomly drawn sample (n=68) consisted of preservice elementary and secondary science methods teachers. During the first two weeks of classes, the Group Assessment of Logical Thinking (GALT), the Integrated Process Skills Test II (TIPS II), and the Physical Science Test (PST) were administered. Seventy-six percent of the sample (85% of secondary and 68% of elementary) were formal reasoners. Fifty percent or more of the preservice elementary teachers correctly answered all items on TIPS II except one. Sixty-five percent or more of the preservice secondary teachers had correct responses to the TIPS items. Misconceptions in electromagnetic phenomena/electricity/light, motion, and mass were found most often. Significant two-way ANOVAs (p

The purpose of this causal-comparative study was to compare reasoning level, American College Test (ACT) science, process skills, and physical science misconceptions of preservice elementary and secondary science teachers and to investigate gender differences. The stratified randomly drawn sample (n=68) consisted of preservice elementary and secondary science methods teachers. During the first two weeks of classes, the Group Assessment of Logical Thinking (GALT), the Integrated Process Skills Test II (TIPS II), and the Physical Science Test (PST) were administered. Seventy-six percent of the sample (85% of secondary and 68% of elementary) were formal reasoners. Fifty percent or more of the preservice elementary teachers correctly answered all items on TIPS II except one. Sixty-five percent or more of the preservice secondary teachers had correct responses to the TIPS items. Misconceptions in electromagnetic phenomena/electricity/light, motion, and mass were found most often. Significant two-way ANOVAs (p

ELED 4142 Elementary Science Methods dumped with WikiTeam tools.

ELED 4142 Elementary Science Methods dumped with WikiTeam tools.

ELED 4142 Elementary Science Methods dumped with WikiTeam tools.

ELED 4142 Elementary Science Methods dumped with WikiTeam tools.

This study examines the effect of promoting inquiry-based teaching (IBT) through collaboration between a science methods course and mathematics methods course in an elementary teacher education program. During the collaboration, preservice elementary teacher (PST) candidates experienced 3 different types of inquiry as a way to foster increased understanding of inquiry based teaching (IBT). The experiences included a PST driven science inquiry and a mathematics inquiry where PSTs were learners and a science inquiry where PSTs were teachers. During and following the semester of the collaboration, data were collected to assess the impact of the inquiry experiences on the PSTs' understanding of IBT. Student work and teacher field notes suggest that PSTs were able to identify, confront and wrestle with the complexities of IBT.

Fifty-five American preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight--but statistically insignificant--decrease in the SANX scores were detected during the course. Consistent with Bandura's social cognitive theory, the inclusion of inquiry activities and micro-teaching experiences into science methods course contributed to positive changes in preservice teachers' beliefs regarding science teaching. On the other hand, a majority of the participants possessed several misconceptions about basic science topics. It was concluded that, similar to mastery experiences as a source of efficacy beliefs, participants' unawareness of their science misconceptions contributed to enhancement of their personal science teaching efficacy beliefs. (Contains 3 tables.)

Fifty-five American preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight--but statistically insignificant--decrease in the SANX scores were detected during the course. Consistent with Bandura's social cognitive theory, the inclusion of inquiry activities and micro-teaching experiences into science methods course contributed to positive changes in preservice teachers' beliefs regarding science teaching. On the other hand, a majority of the participants possessed several misconceptions about basic science topics. It was concluded that, similar to mastery experiences as a source of efficacy beliefs, participants' unawareness of their science misconceptions contributed to enhancement of their personal science teaching efficacy beliefs. (Contains 3 tables.)

Fifty-five American preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight--but statistically insignificant--decrease in the SANX scores were detected during the course. Consistent with Bandura's social cognitive theory, the inclusion of inquiry activities and micro-teaching experiences into science methods course contributed to positive changes in preservice teachers' beliefs regarding science teaching. On the other hand, a majority of the participants possessed several misconceptions about basic science topics. It was concluded that, similar to mastery experiences as a source of efficacy beliefs, participants' unawareness of their science misconceptions contributed to enhancement of their personal science teaching efficacy beliefs. (Contains 3 tables.)

Fifty-five American preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight--but statistically insignificant--decrease in the SANX scores were detected during the course. Consistent with Bandura's social cognitive theory, the inclusion of inquiry activities and micro-teaching experiences into science methods course contributed to positive changes in preservice teachers' beliefs regarding science teaching. On the other hand, a majority of the participants possessed several misconceptions about basic science topics. It was concluded that, similar to mastery experiences as a source of efficacy beliefs, participants' unawareness of their science misconceptions contributed to enhancement of their personal science teaching efficacy beliefs. (Contains 3 tables.)

Fifty-five American preservice elementary teachers' personal science teaching efficacy (PSTE) beliefs, science anxiety (SANX) levels, and common science misconceptions were investigated during a science methods course. A significant increase in the PSTE scores and a slight--but statistically insignificant--decrease in the SANX scores were detected during the course. Consistent with Bandura's social cognitive theory, the inclusion of inquiry activities and micro-teaching experiences into science methods course contributed to positive changes in preservice teachers' beliefs regarding science teaching. On the other hand, a majority of the participants possessed several misconceptions about basic science topics. It was concluded that, similar to mastery experiences as a source of efficacy beliefs, participants' unawareness of their science misconceptions contributed to enhancement of their personal science teaching efficacy beliefs. (Contains 3 tables.)

This paper addresses the dilemmas encountered by two secondary science education instructors designing a course for preservice elementary teachers. Taking into consideration past experiences of teaching education and science courses in general and with preservice elementary teachers in particular and recommendations from state and national documents and state requirements regarding teacher accreditation, the two instructors engage in an introspective reflection that uncovers the complexity involved in making decisions regarding course goals, course assignments, assessment strategies, and course materials. This was all done in an effort to better prepare preservice elementary teachers to meet the new demands of contextualized urban science classrooms, focusing on inquiry science and students' use of higher-order cognitive skills. (Contains 2 figures.)

ECUR 322 - Elementary Science Methods dumped with WikiTeam tools.

ECUR 322 - Elementary Science Methods dumped with WikiTeam tools.

This study assesses the influence of a set of activities developed based on preservice elementary science teachers' conceptions of the nature of science (NOS). It also compares the effectiveness of these activities when implemented using two approaches. The first approach was a direct explicit approach while the second featured additional reflective components. The reflective components included written and oral discussions about the elements of the nature of science throughout the courses in the second cohort. Results show that prior to instruction, most students in both cohorts believed in a single scientific method that guarantees the objectivity of scientists and scientific knowledge. All students held either an hierarchical view of the relationship between scientific theories and laws or believed that laws were well-supported, proven, or true while theories were not. Following instruction, 3 of the 35 students in the first cohort expressed more adequate views about the empirical nature of science. In comparison, half the students in the second cohort emphasized the role of evidence in setting science apart from other disciplines of inquiry. Appendices outline the activities: (1) Wind Activity Sequence; (2) Temperature Activity Sequence; (3) Water Cycle Activity Sequence; and (4) Weather Trends Activity Sequences. (Contains 20 references.) (CCM)

This study assesses the influence of a set of activities developed based on preservice elementary science teachers' conceptions of the nature of science (NOS). It also compares the effectiveness of these activities when implemented using two approaches. The first approach was a direct explicit approach while the second featured additional reflective components. The reflective components included written and oral discussions about the elements of the nature of science throughout the courses in the second cohort. Results show that prior to instruction, most students in both cohorts believed in a single scientific method that guarantees the objectivity of scientists and scientific knowledge. All students held either an hierarchical view of the relationship between scientific theories and laws or believed that laws were well-supported, proven, or true while theories were not. Following instruction, 3 of the 35 students in the first cohort expressed more adequate views about the empirical nature of science. In comparison, half the students in the second cohort emphasized the role of evidence in setting science apart from other disciplines of inquiry. Appendices outline the activities: (1) Wind Activity Sequence; (2) Temperature Activity Sequence; (3) Water Cycle Activity Sequence; and (4) Weather Trends Activity Sequences. (Contains 20 references.) (CCM)

This study assesses the influence of a set of activities developed based on preservice elementary science teachers' conceptions of the nature of science (NOS). It also compares the effectiveness of these activities when implemented using two approaches. The first approach was a direct explicit approach while the second featured additional reflective components. The reflective components included written and oral discussions about the elements of the nature of science throughout the courses in the second cohort. Results show that prior to instruction, most students in both cohorts believed in a single scientific method that guarantees the objectivity of scientists and scientific knowledge. All students held either an hierarchical view of the relationship between scientific theories and laws or believed that laws were well-supported, proven, or true while theories were not. Following instruction, 3 of the 35 students in the first cohort expressed more adequate views about the empirical nature of science. In comparison, half the students in the second cohort emphasized the role of evidence in setting science apart from other disciplines of inquiry. Appendices outline the activities: (1) Wind Activity Sequence; (2) Temperature Activity Sequence; (3) Water Cycle Activity Sequence; and (4) Weather Trends Activity Sequences. (Contains 20 references.) (CCM)

This study assesses the influence of a set of activities developed based on preservice elementary science teachers' conceptions of the nature of science (NOS). It also compares the effectiveness of these activities when implemented using two approaches. The first approach was a direct explicit approach while the second featured additional reflective components. The reflective components included written and oral discussions about the elements of the nature of science throughout the courses in the second cohort. Results show that prior to instruction, most students in both cohorts believed in a single scientific method that guarantees the objectivity of scientists and scientific knowledge. All students held either an hierarchical view of the relationship between scientific theories and laws or believed that laws were well-supported, proven, or true while theories were not. Following instruction, 3 of the 35 students in the first cohort expressed more adequate views about the empirical nature of science. In comparison, half the students in the second cohort emphasized the role of evidence in setting science apart from other disciplines of inquiry. Appendices outline the activities: (1) Wind Activity Sequence; (2) Temperature Activity Sequence; (3) Water Cycle Activity Sequence; and (4) Weather Trends Activity Sequences. (Contains 20 references.) (CCM)

This document comprises the second of two appendices (B) to a final report of a study, completed at Central Michigan University, focusing on the development of a competency-based elementary teacher preparation module in science education. Contained in this appendix are the assessment instruments used in the study--Semantic Differential Survey: Science, Form AF; Student Opinion Survey: Science Methods; and Elementary Education Field Experience Survey. The Student Opinion Survey: Science Methods instrument consists of four parts. Part 1 is designed to collect background information (science credits, GPA, etc.). Part 2 is a self-rating (five point scale) on achievement of course goals. Part 3 focuses on an evaluation of the learning activities involved in the methods course and Part 4 emphasizes perceptions about teaching and learning (Myself as a Teacher, Myself as a Student, Myself as a Science Teacher, Myself as a Science Student). (PEB)

This document comprises the second of two appendices (B) to a final report of a study, completed at Central Michigan University, focusing on the development of a competency-based elementary teacher preparation module in science education. Contained in this appendix are the assessment instruments used in the study--Semantic Differential Survey: Science, Form AF; Student Opinion Survey: Science Methods; and Elementary Education Field Experience Survey. The Student Opinion Survey: Science Methods instrument consists of four parts. Part 1 is designed to collect background information (science credits, GPA, etc.). Part 2 is a self-rating (five point scale) on achievement of course goals. Part 3 focuses on an evaluation of the learning activities involved in the methods course and Part 4 emphasizes perceptions about teaching and learning (Myself as a Teacher, Myself as a Student, Myself as a Science Teacher, Myself as a Science Student). (PEB)

This document comprises the second of two appendices (B) to a final report of a study, completed at Central Michigan University, focusing on the development of a competency-based elementary teacher preparation module in science education. Contained in this appendix are the assessment instruments used in the study--Semantic Differential Survey: Science, Form AF; Student Opinion Survey: Science Methods; and Elementary Education Field Experience Survey. The Student Opinion Survey: Science Methods instrument consists of four parts. Part 1 is designed to collect background information (science credits, GPA, etc.). Part 2 is a self-rating (five point scale) on achievement of course goals. Part 3 focuses on an evaluation of the learning activities involved in the methods course and Part 4 emphasizes perceptions about teaching and learning (Myself as a Teacher, Myself as a Student, Myself as a Science Teacher, Myself as a Science Student). (PEB)

This document comprises the second of two appendices (B) to a final report of a study, completed at Central Michigan University, focusing on the development of a competency-based elementary teacher preparation module in science education. Contained in this appendix are the assessment instruments used in the study--Semantic Differential Survey: Science, Form AF; Student Opinion Survey: Science Methods; and Elementary Education Field Experience Survey. The Student Opinion Survey: Science Methods instrument consists of four parts. Part 1 is designed to collect background information (science credits, GPA, etc.). Part 2 is a self-rating (five point scale) on achievement of course goals. Part 3 focuses on an evaluation of the learning activities involved in the methods course and Part 4 emphasizes perceptions about teaching and learning (Myself as a Teacher, Myself as a Student, Myself as a Science Teacher, Myself as a Science Student). (PEB)

This document comprises the second of two appendices (B) to a final report of a study, completed at Central Michigan University, focusing on the development of a competency-based elementary teacher preparation module in science education. Contained in this appendix are the assessment instruments used in the study--Semantic Differential Survey: Science, Form AF; Student Opinion Survey: Science Methods; and Elementary Education Field Experience Survey. The Student Opinion Survey: Science Methods instrument consists of four parts. Part 1 is designed to collect background information (science credits, GPA, etc.). Part 2 is a self-rating (five point scale) on achievement of course goals. Part 3 focuses on an evaluation of the learning activities involved in the methods course and Part 4 emphasizes perceptions about teaching and learning (Myself as a Teacher, Myself as a Student, Myself as a Science Teacher, Myself as a Science Student). (PEB)

Includes bibliographical references and index

A three-part study was undertaken to determine the status of preservice elementary science education in New England. The first part ("Crisis in Elementary Science Education: New England") reports on a survey of New England teacher education institutions to determine the amount and types of science content and elementary science methods courses, program emphasis in science content, science processes and methods, science teaching techniques, effectiveness of science preparation, and general preparation as an elementary science teacher. The second part ("Elementary Science Education Library Resources in Graduate and Undergraduate Teacher Education Programs of New England") compared the library resources at 62 teacher education institutions. The third part ("Professional Preparation, Elementary Science Methods Course Content, and Professional Responsibilities of Preservice Educators") reports on New England elementary science methods faculty, including their professional preparation, content of their elementary science methods course, related work load responsibilities, and demographic information about the individual. Recommendations for resolving problems facing preservice elementary science education in New England are offered based on such findings as 15 percent of institutions not requiring elementary education majors to take a science content course and inadequate library resources for preservice elementary science education. An 18-item bibliography is included. (JN)

This book describes methods used in the education of science teachers. Chapters in the book and authors are as follows: (1) "Teaching Elementary Teachers How to Use the Learning Cycle for Guided Instruction in Science" (John Staver and Gail Shroyer); (2) "Helping Preservice Teachers Master Authentic Assessment for the Learning Cycle Model" (Nancy Murphy) (3) "Teaching Science 'Backwards': Changing a Preservice Teachers' Conceptions about Planning Using a Learning Cycle Model" (Suzanne Weber); (4) "The Process of Planning for Science Learning" (James Lubbers); (5) "Helping Teachers Integrate Science Across the Curriculum Using the Learning Cycle" (Ann Cavallo and Larry Schafer); (6) "Integrating Science into the Curriculum Through Narrative" (Michael Jaeger and Carol Lauritzen); (7) "Introducing Elementary Teachers to Thematic Science Instruction" (Patricia Keig); (8) "Helping Science Teachers Develop Effective Classroom Groups" (Nanette Eklund); (9) "Using the Learning Cycle to Introduce Cooperative Learning" (Alan Colburn); (10) "Constructing Concepts of Constructivism with Elementary Teachers" (John Staver); (11) "Eliciting Preservice Elementary Teachers' Beliefs About Science Teaching and Learning" (Sheila Jasalavich and Larry Schafer); (12) "Helping Middle School Pre-Service Teachers to Address Students' Alternative Conceptions" (Saouma BouJaoude); (13) "Increasing Student Curiosity, Persistence, and Critical Thinking During Science Activities" (John Bath); (14) "Having Elementary Preservice Teachers Experience Science as a Way of Knowing" (Paul Jablon); (15) "An Analogical Technique for Teaching Question-Asking Skills to Science Teachers" (Roger Norris); (16) "Teaching Teachers to Use Operational Questions" (Frank Misiti, Jr.); (17) "Authentic Dialogue" (Michael Kamen); (18) "A Performance Based Approach to Preparing Elementary Science Teachers" (Thom Votaw); (19) "The Science Activity Filter: Guidelines for Improving the Selection of Science Activities" (Peter Rillero, Erica Brownstein, and Betsy Feldkamp-Kemp); (20) "Educating Science Teachers Through Action Research" (Dale Merkle); and (21) "A Celebration of Learning" (Ronald Bonnstetter). (PR)

A group of scientists and science educators at Washington State University has developed and pilot tested an integrated physical science program designed for preservice elementary school teachers. This document is a comprehensive guide to be provided to students in a physical science teaching methods course. Chapters include: (1) "Science as a Focus" (rationales, teacher as decision maker, trends and progress); (2) "Determining What Will Be Taught" (planning and objectives); (3) "Taxonomics and Teaching Science"; (4) "Questions and Teaching Science"; (5) "Using Science-Related Discussions"; (6) "Using the Real Stuff of Science: Inquiry"; (7) "Classroom Management"; (8) "Simulations and Games in Science Teaching"; (9) "Science Safety"; and (10) "Evaluating Students and Elementary Science Programs." Each chapter concludes with a list of references. An outline of the methods course content is appended. (CW)

Seventy-two students enrolled in elementary science education methods courses participated in a study designed to reveal student views about the nature of science prior to, during, and upon completion of the course. The course employed various teaching approaches and activities to help students develop more adequate views about the nature of science. An attempt was also made to help students relate what they learned in their methods class about the nature of science to the teaching of elementary science. The Modified Nature of Scientific Knowledge Scale (MNSKS), developed by Y. Meichtry (1992) was used to measure and compare student views about four dimensions of the nature of scientific knowledge at the beginning and end of the semester. Results indicate that students begin their methods courses with understandings of the nature of science which are largely incomplete. It also indicates the potential of developing much more complete understandings about the nature of science as a result of integrating teaching strategies. Five tables and one figure illustrate study data. Contains two references. (ZWH)

This in-depth case study investigated the deliberate attempt to infuse a multicultural perspective throughout a science methods course required of all intending elementary teachers at a major research university. Intending teachers' perspectives of being inducted into a profession overtly signifying its commitment to multicultural awareness and action were documented during multicultural activities, class discussions, guided individual journal entries, group and individual semi-structured audiotaped interviews, and field notes taken during the 2-day a week school-based placement in multicultural settings. Data from an initial sample of 40 preservice teachers were analyzed through standard qualitative techniques to generate insights for science teacher educators. Implications for science teacher education focus on two assertions: the evolutionary aspect of multicultural awareness among intending elementary science teachers and the crucial influence of the science methods instructors. Appendix A contains journal writing questions, and Appendix B contains the study survey. Appendixes labeled E, F, and G contain interview protocols. (Contains 16 references.) (Author/SLD)

Literature indicates that the "National Science Education Standards" ("NSES") teaching standards and inquiry-based teaching strategies for science are not uniformly incorporated into the elementary science methods (eSEM) courses across the U.S. and that field experiences might not provide appropriate models of the inquiry-based science pedagogy recommended by the "NSES". Therefore, as elementary preservice teachers (ePSTs) begin to form their beliefs about learning and teaching science through the eSEM course and science field experience, capturing their perceptions of their understanding about inquiry and inquiry-based science pedagogy can provide valuable information for the evaluation of the eSEM course and associated field experience in meeting the recommendations of the "NSES" for teaching science as inquiry. However, no research to date has specifically examined the ePSTs' perceptions regarding their understanding of inquiry and inquiry-based pedagogy to teach science after concurrently completing the traditional eSEM course and the science field experience, two avenues available for prospective elementary teachers to learn, observe, or formulate pedagogical strategies in science consistent with the "NSES" recommendations for inquiry-based instruction and learning in science. The purpose of this research was to discern whether and how the recommendations of the "NSES" to teach science through inquiry are integrated into the eSEM course, and to determine from ePSTs' perspectives their understanding about inquiry and inquiry-based pedagogy for teaching and learning science after concurrently completing an eSEM course and its associated science field experience. The findings from this research support the improvement of pedagogical experiences for ePSTs offered through the eSEM course and the associated science field experience. (Contains 1 table.)

Literature indicates that the "National Science Education Standards" ("NSES") teaching standards and inquiry-based teaching strategies for science are not uniformly incorporated into the elementary science methods (eSEM) courses across the U.S. and that field experiences might not provide appropriate models of the inquiry-based science pedagogy recommended by the "NSES". Therefore, as elementary preservice teachers (ePSTs) begin to form their beliefs about learning and teaching science through the eSEM course and science field experience, capturing their perceptions of their understanding about inquiry and inquiry-based science pedagogy can provide valuable information for the evaluation of the eSEM course and associated field experience in meeting the recommendations of the "NSES" for teaching science as inquiry. However, no research to date has specifically examined the ePSTs' perceptions regarding their understanding of inquiry and inquiry-based pedagogy to teach science after concurrently completing the traditional eSEM course and the science field experience, two avenues available for prospective elementary teachers to learn, observe, or formulate pedagogical strategies in science consistent with the "NSES" recommendations for inquiry-based instruction and learning in science. The purpose of this research was to discern whether and how the recommendations of the "NSES" to teach science through inquiry are integrated into the eSEM course, and to determine from ePSTs' perspectives their understanding about inquiry and inquiry-based pedagogy for teaching and learning science after concurrently completing an eSEM course and its associated science field experience. The findings from this research support the improvement of pedagogical experiences for ePSTs offered through the eSEM course and the associated science field experience. (Contains 1 table.)

This study explores the impact of a semester-long science methods course examining pre-service elementary teachers' views on the nature of science (NOS). Also examined were NOS characteristics that pre-service teachers incorporated into their science lesson plans and peer teachings, during the course. Data used for this study were obtained from 21 pre-service teachers who participated in the pre/post card exchange game, pre/post VNOS interviews, 5E lesson plans, and peer teaching performances. The results of the study showed that some changes were made as a result of EED 420--such as starting to view science as a data-gathering experimental endeavor, rather than just a theory-driven endeavor. None of the groups explicitly designed or taught their lesson's NOS aspects. The study posits that a mere one semester-long science method's course is insufficient to adequately improve understanding of the NOS, and to establish a sufficiently robust desire in pre-service teachers for them to implement NOS into their lessons.

The purpose of this study was to determine the effect of a preservice science methods course emphasizing the mastery of selected science process skills on the level of development of logical thinking of students majoring in elementary school education. The problem was investigated for one semester with experimental subjects in their junior year, enrolled in elementary science methods classes. Non-equivalent control subjects were an intact class of seniors who had previously taken the same class, but with different emphases. Phase one consisted of pretesting 81 experimental subjects and testing the non-equivalent control subjects. A group test was used to assess the initial level of logical reasoning development. Phase two consisted of coursework whereby the experimental subjects systematically performed tasks designed to teach them skills in basic and integrated science processes. In the final phase, the test was administered again to the experimental subjects. Also, a group test of science processes was given to the experimental subjects to assess their mastery of the science processes. The findings provided evidence that preservice elementary teachers did grow in their development of logical reasoning when exposed to a one-semester course in elementary school science methods which emphasized mastery of science processes. (Author/CW)

Field experiences are critical to teacher learning and enhance the effectiveness of methods courses; however, when methods courses are offered in the summer, traditional school-based field experiences are not possible. This article describes an alternative campus-based experience created as part of an elementary science methods course. The Summer Kids' Inquiry Program in Science (SKIPS) provided an authentic context in which teachers had the opportunity to plan and instruct science lessons in both whole-class and small-group settings, as well as observe the teaching of their peers. This model allowed us to overcome many challenges to implementing traditional field-based experiences.

Field experiences are critical to teacher learning and enhance the effectiveness of methods courses; however, when methods courses are offered in the summer, traditional school-based field experiences are not possible. This article describes an alternative campus-based experience created as part of an elementary science methods course. The Summer Kids' Inquiry Program in Science (SKIPS) provided an authentic context in which teachers had the opportunity to plan and instruct science lessons in both whole-class and small-group settings, as well as observe the teaching of their peers. This model allowed us to overcome many challenges to implementing traditional field-based experiences.

Teachers' subject matter knowledge is a particularly important issue in science education in that it influences instructional practices across subject areas and at different grade levels. This paper provides an overview of efforts to develop a unique elementary science methods course and related field experience through a partnership between Science Education and the Department of Entomology at the Pennsylvania State University. The partnership was aimed at providing prospective elementary teachers with meaningful opportunities to learn life science concepts using insects as models, engage in scientific investigations under the guidance of entomology faculty and graduate students, explore children's ideas about science, and consider implications for teaching and learning science for understanding. The program collaboration and related course experiences are described. (Contains 27 references.) (WRM)

Thirty-six students enrolled in an elementary science methods course were randomly selected and given an instrument using Osgood's semantic differential approach the first week of class, the sixth week on campus prior to field experiences, and the thirteenth week following field experiences. The elementary teachers who had observed the university students teaching in their classrooms were given the semantic differential prior to the students teaching and following the students teaching in their classrooms. Five protocols were used to test the change in attitudes: (1) Science in High School; (2) Science as Remembered in Elementary School; (3) Science Methods Course; (4) Science in the News; and (5) Teaching Science to Children. At the end of five weeks of on-campus activities, the university students changed their attitudes in a negative direction toward (1) and (2), but in a positive direction toward (3) and (5). Following the reality experiences with children in the field, attitudes toward (3) and (5) were even more positive than prior to field experiences. The attitudes of classroom teachers who had university students teach science activities in their classrooms also changed in a negative direction toward (1) and in a positive direction toward (5). (Author/MH)

This study was conducted to secure information about various academic and organizational aspects of pre-service science methods courses for elementary school teachers. About 65 percent of all respondents to the questionnaire indicated a semester plan in existence as against 27 percent for a quarter system for preparing elementary teachers. Most colleges offered a course in Teaching Science in the Elementary School for one quarter or semester. Very few colleges offered such courses for more than two sequential terms. Many schools placed equal emphasis during science methods courses upon ways to teach science and upon the acquisition of scientific knowledge. Such courses were taken generally by prospective elementary school teachers during their junior or senior years. Most frequently the college of education controlled such courses but in some colleges it was controlled by division of science. Most science methods educators in colleges had participated in new science curriculum workshops or training sessions. These new curriculum projects had had a definite impact on the nature of the course in general and specifically on instructional procedures emphasizing the processes of science. (PS)

The purpose of this causal-comparative study was to compare attitudes that male and female preservice elementary science methods teachers have toward science and science teaching. The stratified random sample (n=80) was drawn from the population of preservice elementary teachers enrolled in an elementary science methods course during fall 1990, spring 1991, and summer 1991. The sample was homogeneous in American College Test (ACT) and College Basic Academic Subjects (C-BASE) test scores. The Science Attitude Scale for Preservice Elementary Teachers-Revised was administered to the population during the first week of classes. The independent t-tests for the total attitude scale, subscale for positive statements, and subscales for negative statements indicated no significant gender differences (p

The purpose of this causal-comparative study was to compare attitudes that male and female preservice elementary science methods teachers have toward science and science teaching. The stratified random sample (n=80) was drawn from the population of preservice elementary teachers enrolled in an elementary science methods course during fall 1990, spring 1991, and summer 1991. The sample was homogeneous in American College Test (ACT) and College Basic Academic Subjects (C-BASE) test scores. The Science Attitude Scale for Preservice Elementary Teachers-Revised was administered to the population during the first week of classes. The independent t-tests for the total attitude scale, subscale for positive statements, and subscales for negative statements indicated no significant gender differences (p

The purpose of this causal-comparative study was to compare attitudes that male and female preservice elementary science methods teachers have toward science and science teaching. The stratified random sample (n=80) was drawn from the population of preservice elementary teachers enrolled in an elementary science methods course during fall 1990, spring 1991, and summer 1991. The sample was homogeneous in American College Test (ACT) and College Basic Academic Subjects (C-BASE) test scores. The Science Attitude Scale for Preservice Elementary Teachers-Revised was administered to the population during the first week of classes. The independent t-tests for the total attitude scale, subscale for positive statements, and subscales for negative statements indicated no significant gender differences (p

The purpose of this causal-comparative study was to compare attitudes that male and female preservice elementary science methods teachers have toward science and science teaching. The stratified random sample (n=80) was drawn from the population of preservice elementary teachers enrolled in an elementary science methods course during fall 1990, spring 1991, and summer 1991. The sample was homogeneous in American College Test (ACT) and College Basic Academic Subjects (C-BASE) test scores. The Science Attitude Scale for Preservice Elementary Teachers-Revised was administered to the population during the first week of classes. The independent t-tests for the total attitude scale, subscale for positive statements, and subscales for negative statements indicated no significant gender differences (p