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This ethnographic research examined two out-of-school science practica where preservice elementary teachers learned to teach science. We wondered what teachers learned about science and teaching science, how their sense of themselves as science teachers changed, and how such settings might contribute to reform in science education to promote greater scientific literacy. Preservice teachers had positive experiences; found the practica non-threatening; learned hands-on, inquiry-based teaching practices and some science; and developed confidence in their ability to teach. Practicing teachers from earlier practica carried what they learned into their classrooms. We explore implications for incorporating such sites in elementary teacher education programs and suggest further research. (Contains 1 table.)

This study on elementary science teaching enhancement was conducted in a program based on the professional development schools (PDS) model of teacher education and the National Science Education Standards. The premise being that if the PDS model can generally improve teacher preparation and P-12 education, perhaps, an integration of the PDS model with the National Science Education Standards can specifically guide improvement in elementary science teaching and science education. Through the Regents' Initiative, the Northeast Texas Science, Mathematics, Engineering, and Technology Collaborative (NETSMET), a school/university/agency partnership was formed to explore ways to improve science, mathematics, engineering, and technology education in the northeast Texas region. Members of the partnership include the university, two school districts, and an Area Health Education Center. (MVL)

The effects of two patterns of teacher behavior on student behavior were investigated, using eight elementary teachers (grades 1-5) and their 250 students. The teacher behavior was conceptualized in terms of the amount of restriction placed on the activities of science students. Fifty students were randomly assigned, with equalizing restrictions on sex and race, to each of the two science classes for each grade level. Both groups at a particular grade level worked with identical materials under very similar physical plant conditions. Prior to the study, the participating teachers were involved in a 6-week workshop designed to train them to exhibit both student-structured learning in science (SSLS) and teacher-structured learning in science (TSLS) behaviors and used the revised Science Curriculum Assessment System (SCAS) Classroom Interaction Categories-Teacher Behaviors, developed and modified by Matthews, Phillips, and Good. Collected data were analyzed using Shymansky's modification of Campbell's macroanalysis technique (chains and codes) to produce 5-tally sequences of behavior. Results indicated that teachers could control their behaviors and that, in a non-directive classroom, students' behaviors were more predictable, less erratic, and more task oriented than in a more directive classroom. (Authors/PEB)

This study is part of a larger study of teachers' use of curriculum materials in planning and teaching fifth-grade science. The study focused on one of nine teachers observed teaching "Communities," an activity-based unit from the SCIIS science program (a revision of the original Science Curriculum Improvement Study). "Communities" is designed to introduce students to groups of organisms interacting in biological communities: producers, consumers, and decomposers. Observations of instruction and measurement of learning were completed during teaching of units on producers (plant growth and photosynthesis). Although the teacher became aware that students held certain misconceptions about plant growth, she was unsuccessful in helping them replace their misconceptions with the scientific conceptions she wanted them to learn. The analysis revealed several factors contributing to this disappointing result. Teachers and curriculum developers held different views about learning and the nature of science. In addition, several problems surfaced about the content and organization of the teacher's guide. Implications for and suggestions related to elementary science instruction, development of teaching guides, and teacher education are considered and a list of important teacher education outcomes that should be addressed, such as knowledge of common misconceptions and specific strategies for changing them, is included. (JN)

This study is part of a larger study of teachers' use of curriculum materials in planning and teaching fifth-grade science. The study focused on one of nine teachers observed teaching "Communities," an activity-based unit from the SCIIS science program (a revision of the original Science Curriculum Improvement Study). "Communities" is designed to introduce students to groups of organisms interacting in biological communities: producers, consumers, and decomposers. Observations of instruction and measurement of learning were completed during teaching of units on producers (plant growth and photosynthesis). Although the teacher became aware that students held certain misconceptions about plant growth, she was unsuccessful in helping them replace their misconceptions with the scientific conceptions she wanted them to learn. The analysis revealed several factors contributing to this disappointing result. Teachers and curriculum developers held different views about learning and the nature of science. In addition, several problems surfaced about the content and organization of the teacher's guide. Implications for and suggestions related to elementary science instruction, development of teaching guides, and teacher education are considered and a list of important teacher education outcomes that should be addressed, such as knowledge of common misconceptions and specific strategies for changing them, is included. (JN)

This study examines the development, implementation, and early results of the Partnership to Involve the Scientific Community in Elementary Schools (PISCES) program. The PISCES project is a comprehensive approach to professional development utilizing university science graduate students, university and community scientists, and educators to enhance elementary science. The project is designed to address the constraints of quality elementary science instruction as identified in the research literature and by local classroom teachers through quality, long-term professional development. This report includes initial findings related to the professional development teachers' confidence level, improvement of communication skills, and future plans of the project. (KHR)

This study examines the development, implementation, and early results of the Partnership to Involve the Scientific Community in Elementary Schools (PISCES) program. The PISCES project is a comprehensive approach to professional development utilizing university science graduate students, university and community scientists, and educators to enhance elementary science. The project is designed to address the constraints of quality elementary science instruction as identified in the research literature and by local classroom teachers through quality, long-term professional development. This report includes initial findings related to the professional development teachers' confidence level, improvement of communication skills, and future plans of the project. (KHR)

This paper reports on a longitudinal case study of an elementary teacher during her transition from preservice to inservice teaching. Bandura's (1995) concept of self-efficacy belief is used as a framework for presenting the findings of the study. The subject's experiences in science teaching provided information about her competency as a teacher, and her experiences had both positive and negative effects on her concept of self-efficacy. (Contains 23 references.) (WRM)

The purpose of this study was to develop, validate, and establish the reliability of an instrument to assess the self--efficacy beliefs of prospective elementary teachers with regard to science teaching and learning for diverse learners. The study builds upon the work of Ashton, Webb, and Bandura. The Self-Efficacy Beliefs about Equitable Science Teaching (SEBEST) instrument is modeled after the Science Teaching Efficacy Belief Instrument (STEBI) and the Science Teaching Efficacy Belief Instrument for Prospective Teachers (STEBI-B). Based on the standardized development procedures used and the associated evidence, the SEBEST appears to be a content and construct valid instrument with high internal reliability qualities for use with prospective elementary teachers to assess personal self-efficacy beliefs for teaching and learning science for diverse learners. (KHR)

Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:39 The Digital Library of India was a project under the auspices of the Government of India.

Book digitized by Google from the library of the University of California and uploaded to the Internet Archive by user tpb.

This paper reports the results of a longitudinal study into the personal and science teaching efficacy of a group of preservice elementary teachers. Quantitative and qualitative research methods were employed in the study. Using a pretest and a post-test one group research design, quantitative data were obtained from the administration of a psychometric test, Science Teaching Efficacy Belief Instrument (STEBI-B), at the commencement and mid-point of a three-year teacher education program. Qualitative data were derived from interviews. The results revealed that science courses and the broad contextual environment of the teacher education program do not appear to influence subjects' sense of self-efficacy but have produced a significant change in their beliefs about children's ability to learn science. Data gathered from interviews suggest that beliefs appear to originate from a number of issues such as, gender bias, lack of practical work, and focus on formal examinations in science courses. Several conclusions related to the provision of science courses for preservice elementary teachers are discussed. (Author/ZWH)

This study has been conducted to investigate conceptions of learning science (COLS) and personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science teachers (PSTs) and to explore the relationship between these variables. Two instruments COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs Instrument (STEBI-B) have been administered to 379 PSTs from seven different universities. Descriptive analyses have pointed out that PSTs have higher level of COLS and moderately higher level of PSTE. The results obtained from the structural equation model have revealed that the conceptions "testing," "calculate and practice," "increase of knowledge," "applying" and "understanding and seeing in a new way" have significantly predicted PSTE. We have assumed that lower level of conceptions "memorizing," "testing," and "calculate and practice" predict PSTE by negative coefficients while higher level of conceptions "increase of knowledge," "applying" and "understanding and seeing in a new way" predict by positive coefficients. However, "calculating and practicing" has positively predicted and "applying" has negatively predicted PSTE. Considering the results, adaptation of inquiry- and argumentation-based learning and teaching environments in science teacher education, creating opportunities to develop PSTs' pedagogical skills about knowledge transfer and application, and utilization of diagnostic tools to pursue PSTs' development of COLS have been suggested.

This paper describes a study that took place within the context of the Science: Parents, Activities, and Literature (Science PALs) project. Particularly, the study sought to determine answers to the following questions: (1) What are the internal consistencies and substantive, external, and structural validities of students' perceptions, teachers' self-reports, evaluations of videotaped classroom science teaching, and expert ratings? and (2) Can students' perceptions and attitudes and teachers' self-reports be used as acceptable surrogate measures for videotaped interactive constructivist science teaching? Findings suggest that instruments based on social constructivism do not completely and accurately document science teaching based on interactive-constructivist assumptions. (Contains 30 references.) (WRM)

Elementary school science is an often-neglected subject in the current literacy-focused political atmosphere. However, reading informational trade books about science in literacy class can help children increase their science knowledge. Incorporating humor through content-related cartoons is an effective way to engage students in deeper understanding of content and creative play with language. A master's degree student enrolled in a graduate course in instructional design acted as a consultant to a faculty member teaching a course in literacy methods for preservice elementary teachers and engaged undergraduates in creating humorous cartoons to teach science content. The preservice teachers read science trade books designed for an elementary school audience and listed science content ideas and terms about a given topic (earthquakes, volcanoes, fossils, crystals, glacier, or caves). They noted confusing topic-related terms that were homophones, words with multiple meanings, or words that sounded very similar to other common words, thus identifying possible wordings for puns. Next, they analyzed given cartoons for science content and humor, making suggestions for their improvement. They completed partially-finished cartoons to convey science information in a funny way. Finally, they created original cartoons of their own using their choice of scenario. A survey was administered to the preservice elementary teachers partway through the cartoon creation process to determine ways to help them. Students reported that they learned much science information from the trade books, and discovered how difficult it was to produce humor. They noted the motivating aspects of using humor in science and working within a group of peers. They found it difficult to generate creative ideas for cartoons and suggested that they be given more example cartoons and more opportunities for group brainstorming. Color cartoon scenarios made with clip art, along with idea-prompting questions,ere provided and these increased productivity of humorous cartoons related to science content. Forty-eight color cartoons with accompanying science explanations created by the authors and preservice teachers are included as an appendix. These address the science topics of earthquakes, volcanoes, fossils, crystals, glaciers, or caves. We recommend that cartoons be used as part of science teaching because of their motivating and creative aspects. (Contains 8 tables.)

The measurement of teacher self-efficacy has a history of more than 30 years. The purpose of this research is to evaluate the development and validation of a new scale to measure the science teaching self-efficacy of elementary school teachers. Therefore, a scale has been created to measure elementary teachers' science teaching self-efficacy and the evidence for validity of the scale is presented in this study. Data collection for this study occurred during 2014-2015 academic year. Measurement tool applied to 135 science teachers in elementary school. All of these participants completed the Self-Efficacy for Science Teaching Scale (SSTS) in January 2015 and again in June 2015. "The Self-Efficacy for Science Teaching Scale (SSTS)" was developed and has undergone revisions to the original version through processes defined in this study. The SSTS is comprised of three parts: "Science Teaching Self-Efficacy (STSE), Efficacy for Understanding Science Content (EUSC) and Efficacy for Teaching Science Content (ETSC)". Reliability for each part of the SSTS was found to be acceptable for both versions of the scale. Evidence of reliability and validity were collected to determine if the SSTS is an adequate scale to measure science teaching self-efficacy of teachers. Findings indicate that reliability and validity of the scale is adequate. Finally, theoretical implications for elementary school teachers' science teaching self-efficacy are discussed.

The measurement of teacher self-efficacy has a history of more than 30 years. The purpose of this research is to evaluate the development and validation of a new scale to measure the science teaching self-efficacy of elementary school teachers. Therefore, a scale has been created to measure elementary teachers' science teaching self-efficacy and the evidence for validity of the scale is presented in this study. Data collection for this study occurred during 2014-2015 academic year. Measurement tool applied to 135 science teachers in elementary school. All of these participants completed the Self-Efficacy for Science Teaching Scale (SSTS) in January 2015 and again in June 2015. "The Self-Efficacy for Science Teaching Scale (SSTS)" was developed and has undergone revisions to the original version through processes defined in this study. The SSTS is comprised of three parts: "Science Teaching Self-Efficacy (STSE), Efficacy for Understanding Science Content (EUSC) and Efficacy for Teaching Science Content (ETSC)". Reliability for each part of the SSTS was found to be acceptable for both versions of the scale. Evidence of reliability and validity were collected to determine if the SSTS is an adequate scale to measure science teaching self-efficacy of teachers. Findings indicate that reliability and validity of the scale is adequate. Finally, theoretical implications for elementary school teachers' science teaching self-efficacy are discussed.

The measurement of teacher self-efficacy has a history of more than 30 years. The purpose of this research is to evaluate the development and validation of a new scale to measure the science teaching self-efficacy of elementary school teachers. Therefore, a scale has been created to measure elementary teachers' science teaching self-efficacy and the evidence for validity of the scale is presented in this study. Data collection for this study occurred during 2014-2015 academic year. Measurement tool applied to 135 science teachers in elementary school. All of these participants completed the Self-Efficacy for Science Teaching Scale (SSTS) in January 2015 and again in June 2015. "The Self-Efficacy for Science Teaching Scale (SSTS)" was developed and has undergone revisions to the original version through processes defined in this study. The SSTS is comprised of three parts: "Science Teaching Self-Efficacy (STSE), Efficacy for Understanding Science Content (EUSC) and Efficacy for Teaching Science Content (ETSC)". Reliability for each part of the SSTS was found to be acceptable for both versions of the scale. Evidence of reliability and validity were collected to determine if the SSTS is an adequate scale to measure science teaching self-efficacy of teachers. Findings indicate that reliability and validity of the scale is adequate. Finally, theoretical implications for elementary school teachers' science teaching self-efficacy are discussed.

A survey was conducted to determine the needs of elementary teachers with respect to the teaching of science. Areas addressed in the survey included: biological, physical, and earth science topics taught at various grade levels; criteria used to select sequencing and content of the science curriculum; most common methods of instruction used in the teachers' science classroom; process-based national curriculum projects used in the last 2 years of science teaching; factors that would be most helpful in improving science instruction; areas that hamper science planning/instruction; time required by state guidelines per week; time required/suggested by school district per week; average time of science instruction per week; adequacy of science instruction in teachers' schools; and science program/curriculum in use. Each of these areas is discussed in terms of six demographic variables, namely: (1) grade levels; (2) years of experience in teaching; (3) size of school district; (4) region of the United States; (5) type of residential setting; and (6) college degree(s) held. Findings, among others, indicate that few teachers are using the process-oriented curricula developed during the 1960's and that instruction is fact- and concept-centered rather than process-oriented. Recommendations for in-service workshops are made based on these and other findings. (JN)

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

The publication contains descriptive outlines or graphic designs representing how different aspects of science could be taught. All representative "models" follow the same format: general purpose, behavioral objectives, background information, materials, the lesson plan, evaluation, suggested activities, references and resources. The six "models" are: A Self-Motivating Evaluative Technique in Science for the Primary Grades; An Introductory Unit on Living Things for the Primary Grades; A Discovery Approach in Teaching Aerodynamics to the Intermediate Grades; The Game as a Technique for Introducing Science Systems to the Intermediate Grades; An Open-ended Approach for Teaching the Meaning of Science to the Intermediate Grades; and An Integrated Science Lesson for the Intermediate Grades. (CP)

The publication contains descriptive outlines or graphic designs representing how different aspects of science could be taught. All representative "models" follow the same format: general purpose, behavioral objectives, background information, materials, the lesson plan, evaluation, suggested activities, references and resources. The six "models" are: A Self-Motivating Evaluative Technique in Science for the Primary Grades; An Introductory Unit on Living Things for the Primary Grades; A Discovery Approach in Teaching Aerodynamics to the Intermediate Grades; The Game as a Technique for Introducing Science Systems to the Intermediate Grades; An Open-ended Approach for Teaching the Meaning of Science to the Intermediate Grades; and An Integrated Science Lesson for the Intermediate Grades. (CP)

This paper is in the public domain in USA. Metadata comes from the CrossRef API, see full record in the source URL below.

The study examines Turkish pre-service elementary science teachers' scientific literacy levels. The research took place in Marmara University, in 2001-2002 academic year. The research participants were twenty randomly chosen students among all senior classes of the university mentioned above. The research data were gathered with the documents, i.e. class assignments and activities, collected in science-technology and society course performance portfolios. Interviews with students and field notes from the class were used for data triangulation. Participants' definitions of scientific literacy were determined with document analysis and open coding of data. Then, assertions to explain findings were formed. The assertions displayed that participants define scientific literacy in relation with thinking and inquiry. However; they are having problems to define the term scientific. Documents displayed that although participants had some traditional understandings about science, they hold more contemporary views about scientific literacy.

This study investigated comprehensive science teaching belief systems and their relation to science teachers' pedagogical content knowledge and teaching practices. Rokeach's (1968) belief system was used as a framework for representing the hierarchy among in-service teachers' teaching beliefs. This study employed a multiple case study design with three in-service science teachers. Cases were selected based on participant's personal epistemology. Data were collected through interviews and classroom observations. Content analyses showed that when science teachers presented characteristics of autonomous self-construal more than related self-construal, they had a more advanced personal epistemology. In addition, these beliefs shaped participants' conceptions of teaching and learning science as well as self-efficacy beliefs, knowledge and practice. Given these results, it is important for social psychologists to collaborate with science teachers to support their self-construal.

Data indicate that although science is required of all students in elementary school, elementary teachers do not usually teach science as a high priority or in a way that enhances student achievement. A myriad of possible causes for existing voids in this teaching process have been suggested by researchers. Teacher belief systems have been neglected as a possible contributor to behavior patterns which affect science teaching, therefore its investigation is vital to a more complete understanding of teacher behavior. This publication reports on a pilot and a major study in which the combined Personal Science Teaching Efficacy Belief scale and the Science Teaching Outcome Expectancy scale instrument (STEBI) was administered to measure self-efficacy or outcome expectancy. Results of a plot graph illustrated two homogeneous scales for the try-out study. Results of the major study indicate that the STEBI is a valid and reliable tool for studying elementary teacher's beliefs toward science teaching and learning. References, means and standard deviations, corrected item-total scale correlations and factor loadings, factor plot of final factor analysis results, demographic characteristics, final scales, validity coefficients, and scoring instructions for the STEBI are included. (RT)

This paper examines the hypothesis that St. Lucian primary school teachers' science teaching and learning beliefs and their applicability beliefs are stronger predictors of their science teaching strategies than their teacher education experiences. Quantitative procedures were used where the level of each belief construct as well as their underlying constructs was measured in each teacher in the population and a determination made as to their favourability towards inquiry-based instruction (IBI). The levels of a sample of these teachers' IBI practices were also determined using an observational rating scale. Multiple regression analyses were used to determine the extent to which teachers' beliefs serve as predictors of their IBI practices. The results showed that teachers' applicability beliefs were barely moderately favourable to their practice of IBI, while their beliefs about science teaching and learning were favourable. Their inquiry-based practices were found to be at the unsatisfactory developing inquiry level. While their science teaching and learning beliefs were found to be significant and moderately positive predictors of their inquiry-based instructional practices, their applicability beliefs seemingly functioned as a moderating variable that limited the effect of teachers' favourable science teaching and learning beliefs on their instructional practices. These findings are significant in that they show the detrimental effect school-based factors can have on teachers' instructional practices in science.

Few elementary school teachers command a science background sufficient to offer children early and sustained opportunities to develop an understanding of science concepts, and facility with scientific modes of reasoning. This four-year, NSF-funded study was designed to investigate how and to what extent particular combinations of science content and pedagogical learning experiences for teachers in grades 4-5 produce an impact on teachers' knowledge for teaching and on their students' learning. In this paper, the authors report results from the first phase of this work, which addressed the fundamental questions of whether the professional development courses did, in fact, lead to teacher and student knowledge gains, and what the effects were for the three course models that were tested, in relation to the control group and to one another. (Contains 10 tables.)

The problem investigated was to determine the effects of science process training, using two different inquiry strategies, on preservice teachers' knowledge of process skills, understanding of science, attitude toward science, attitude toward science teaching and attitude toward the inquiry strategy employed in the process training. The population used was 90 student teachers who selected grades 1-4 for assignment. The group was divided into three sections: the active-inquiry level, the vicarious-inquiry level and the control group. The criterion instruments that were employed were The Science Process Measure for Teachers, Test on Understanding Science, Attitude Toward Science and Science Teaching Scales, and Attitude Toward Method of Instruction Inventory. The results indicate the efficacy of process training in terms of improved process skill abilities. The study did not indicate any significant increase in the understanding of science nor any significant change in overall attitude toward science teaching as a result of training in process skills. (BR)

This report reviews the goals and achievements of the special Secretary of Defense project conducted by the National Science Resources Center (NSRC) to review programs sponsored by DoD that support the improvement of precollege science and mathematics education, establish interactive links between these programs and the NSRC, and initiate activities to enhance the quality of DoD programs in these areas. Additional details of the products of the project are found in the appendices of this report: School Systems with Exemplary Elementary Science Programs; Elementary Science Network; Elementary Science Information Database; Science for Children, an Agenda for Action; Science for Children; Resources for Teachers.

This report reviews the goals and achievements of the special Secretary of Defense project conducted by the National Science Resources Center (NSRC) to review programs sponsored by DoD that support the improvement of precollege science and mathematics education, establish interactive links between these programs and the NSRC, and initiate activities to enhance the quality of DoD programs in these areas. Additional details of the products of the project are found in the appendices of this report: School Systems with Exemplary Elementary Science Programs; Elementary Science Network; Elementary Science Information Database; Science for Children, an Agenda for Action; Science for Children; Resources for Teachers.

This report reviews the goals and achievements of the special Secretary of Defense project conducted by the National Science Resources Center (NSRC) to review programs sponsored by DoD that support the improvement of precollege science and mathematics education, establish interactive links between these programs and the NSRC, and initiate activities to enhance the quality of DoD programs in these areas. Additional details of the products of the project are found in the appendices of this report: School Systems with Exemplary Elementary Science Programs; Elementary Science Network; Elementary Science Information Database; Science for Children, an Agenda for Action; Science for Children; Resources for Teachers.

This report reviews the goals and achievements of the special Secretary of Defense project conducted by the National Science Resources Center (NSRC) to review programs sponsored by DoD that support the improvement of precollege science and mathematics education, establish interactive links between these programs and the NSRC, and initiate activities to enhance the quality of DoD programs in these areas. Additional details of the products of the project are found in the appendices of this report: School Systems with Exemplary Elementary Science Programs; Elementary Science Network; Elementary Science Information Database; Science for Children, an Agenda for Action; Science for Children; Resources for Teachers.

Includes bibliography

Includes bibliography

Pupose: To use non-text books in the programmed educational systems is important to deep and stabilized the content of the textbooks in students. Therefore, it is essential to identify books that have the characteristics of a suitable book. The main purpose of this study is to provide a list of suitable non-textbooks compatible with the content of the primary school Social science and Science textbooks. Method: We analyzed Social science and Science text books' contents in order to search, access and identify suitable non-text books. By these identified keywords, the online catalog and collection of the Central library of Astan Qods Razavi in Mashhad were searched. Identified non-books were analyzed by the designed checklists. The checklists were designed on the base of analysis of the related literature and the guidelines by the Children Books Council. Finding: By using these criteria, we identified 239 books as suitable non-textbooks, consistent with Science textbooks, 97 books as suitable non textbooks consistent with the Social sciences textbooks and 62 books as suitable reference books consistent with all textbooks. At the result of this study, we provided the list of suitable nontextbooks compatible with the concepts and key terms of textbooks.

This study investigates the influence of reflective journal writing paired with inquiry-based science instruction on preservice teachers' beliefs about science and science teaching. Students who enrolled in the integrated science course participated in journal writing and surveys. The course design was developed along educational change models advocated by the National Science Education Standards (NSES) and the National Council of Teachers of Mathematics (NCTM) standards. The journal responses from participants in the study indicate that the differences between elementary science learning experiences of the youngest students and the oldest students had no significant difference. The students' reflections show that their personal experiences in elementary science are fairly typical of what is known about elementary science teaching. (KHR)

The purpose of this study was to explore the following questions: (a) what practice, if any, develops in the elementary science classroom to nurture development of technology as an imaginative extension of the learning environment; (b) how does an elementary teacher's practice change as technology is integrated into the science curriculum, how do the students' practices change, and how do these changes impact each other; and (c) what are "powerful uses" of technology that may emerge in the elementary science classroom, what structures should be in place to support their development? To answer these questions, sustained time was spent in a 4th/5th grade classroom as a participant researcher as the class investigated the topics of the solar system and space exploration. Data gathered included pre- and post-surveys of the teacher and students, audiotaped interviews with the students and teacher, focused observation, and selective videotaping of events in the classroom. It is concluded that classroom instruction and learning were enriched through the integration of computers in support of the science curriculum. (Author/KHR)

This study examines how pre-service elementary teachers (PSETs) view inquiry-based science learning and teaching, and how the science methods course builds their confidence to teach inquiry science. Most PSETs think that inquiry is asking students questions rather than a formal set of pedagogical tools. In the present study, three groups of PSETs (n = 14, 20, 20) were included. For each group, pretest and posttest attitudes and knowledge base were assessed using a 32 item questionnaire combining twenty-six Likert-type and six open-ended questions as well as half-hour semi-structured one-on-one interviews. Results from the pretest questionnaires showed that most PSETs had simplistic views of inquiry-based teaching. The instructor was able to modify the science methods course (the intervention phase) to focus on the concepts of science-based inquiry teaching that were shown to be lacking in the PSETs' knowledge base. The analysis of the post-test questionnaire showed significant increase on 17 of the 26 Likert-type questions reflecting increases in PSETs' understanding of inquiry-based teaching. The study shows PSETs' understanding of inquiry-based science teaching is a key step to build their confidence and efficacy of teaching science.

This study examines how pre-service elementary teachers (PSETs) view inquiry-based science learning and teaching, and how the science methods course builds their confidence to teach inquiry science. Most PSETs think that inquiry is asking students questions rather than a formal set of pedagogical tools. In the present study, three groups of PSETs (n = 14, 20, 20) were included. For each group, pretest and posttest attitudes and knowledge base were assessed using a 32 item questionnaire combining twenty-six Likert-type and six open-ended questions as well as half-hour semi-structured one-on-one interviews. Results from the pretest questionnaires showed that most PSETs had simplistic views of inquiry-based teaching. The instructor was able to modify the science methods course (the intervention phase) to focus on the concepts of science-based inquiry teaching that were shown to be lacking in the PSETs' knowledge base. The analysis of the post-test questionnaire showed significant increase on 17 of the 26 Likert-type questions reflecting increases in PSETs' understanding of inquiry-based teaching. The study shows PSETs' understanding of inquiry-based science teaching is a key step to build their confidence and efficacy of teaching science.

This study takes place within the context of the Science: Parents, Activities, and Literature (Science PALS) project and examines elementary school students' reactions to instruction implemented by teachers participating in this special problem-centered professional development program. The study focuses on student perceptions of their science instruction and student attitudes toward science learning as a function of their exposure to interactive, constructivist teaching strategies designed to focus on student ideas, utilization of literature connections, and incorporation of parents as partners. Using student perceptions and attitudes as dependent variables, teacher participation as the main independent variable, and grade levels and student gender as blocking factors, questions were answered pertaining to variations in attitudes and perceptions between students in Science PALS and non-Science PALS classrooms, grade level variations in attitudes and perceptions, and variations by gender in attitudes and perceptions. Results indicate that the Science PALs appeared to be more influential at the grade 3-6 level than at the grade 1-2 level. Results also indicate that the strategies used in Science PALs are similar to those used by most grade 1-2 teachers (i.e., using literature-based instruction, listening to children's ideas, using small-groups discussion, etc.) but different from the standard approaches in grades 3-6. The gender differences favored the female students for all perceptions of science teaching, while the differences favored the male students for all attitudes toward science learning (except "nature of science"). It is concluded that the impact of the Science PALs approach will not be fully realized until the compound effects are explored as children have multiple exposures to the treatment over their elementary school years. Twenty-one data tables are appended. Contains 13 references. (DDR)

Children come to school with a foundation for formal learning from their early experiences with interactions of the natural and technological world. Failure of elementary schools to build on this experience can discourage children, especially those who do not identify readily with the science establishment (girls, blacks, Hispanics, and the economically disadvantaged), and filter them out from the stream of students that flows into the college science pipeline. This pamphlet, endorsed by educators, scientists, and industry, cites relevant research on elementary science education, and calls for renewed efforts to improve science education in elementary schools in the United States. (CW)

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Source: Digital Library of India Scanning Centre: C-DAC, Noida Source Library: Ncert Date Accessioned: 6/24/2015 2:39 The Digital Library of India was a project under the auspices of the Government of India.

vi, [1] 76 p. incl. tables, diagrs. 19 cm

Appendix C consists of the records from the National Science Resources Center (NSRC) elementary science information database. The database includes brief annotations, as well as bibliographic information about the materials in the elementary sciences resource collection of the NSRC. Keywords: Education, Science, Schools, Elementary education, Data bases, National science foundation.

Elementary preservice teachers (n=185) in a blocked program of methods courses developed integrated thematic units focusing on social studies and science that viewed reading, language arts, and mathematics as tools students use to study the major content areas in the elementary school program: social studies and science. This was a complex task requiring both content and pedagogical knowledge. Those individuals subjects having the greatest difficulty conceptualizing and teaching the unit also sought the least help from course instructors. They had difficulty in constructing a unit rationale, choosing nontraditional assessments, and in choosing strategies other than lecture. Many could not initially integrate mathematics. Although cooperating teachers strongly encouraged the continued development of integrated thematic units they acknowledged that they were not sure that social studies was a major subject that should be taught daily and were uncertain that language arts, reading, and mathematics should be considered tools children use to learn. (Author/SG)

Elementary preservice teachers (n=185) in a blocked program of methods courses developed integrated thematic units focusing on social studies and science that viewed reading, language arts, and mathematics as tools students use to study the major content areas in the elementary school program: social studies and science. This was a complex task requiring both content and pedagogical knowledge. Those individuals subjects having the greatest difficulty conceptualizing and teaching the unit also sought the least help from course instructors. They had difficulty in constructing a unit rationale, choosing nontraditional assessments, and in choosing strategies other than lecture. Many could not initially integrate mathematics. Although cooperating teachers strongly encouraged the continued development of integrated thematic units they acknowledged that they were not sure that social studies was a major subject that should be taught daily and were uncertain that language arts, reading, and mathematics should be considered tools children use to learn. (Author/SG)

Elementary preservice teachers (n=185) in a blocked program of methods courses developed integrated thematic units focusing on social studies and science that viewed reading, language arts, and mathematics as tools students use to study the major content areas in the elementary school program: social studies and science. This was a complex task requiring both content and pedagogical knowledge. Those individuals subjects having the greatest difficulty conceptualizing and teaching the unit also sought the least help from course instructors. They had difficulty in constructing a unit rationale, choosing nontraditional assessments, and in choosing strategies other than lecture. Many could not initially integrate mathematics. Although cooperating teachers strongly encouraged the continued development of integrated thematic units they acknowledged that they were not sure that social studies was a major subject that should be taught daily and were uncertain that language arts, reading, and mathematics should be considered tools children use to learn. (Author/SG)

Elementary preservice teachers (n=185) in a blocked program of methods courses developed integrated thematic units focusing on social studies and science that viewed reading, language arts, and mathematics as tools students use to study the major content areas in the elementary school program: social studies and science. This was a complex task requiring both content and pedagogical knowledge. Those individuals subjects having the greatest difficulty conceptualizing and teaching the unit also sought the least help from course instructors. They had difficulty in constructing a unit rationale, choosing nontraditional assessments, and in choosing strategies other than lecture. Many could not initially integrate mathematics. Although cooperating teachers strongly encouraged the continued development of integrated thematic units they acknowledged that they were not sure that social studies was a major subject that should be taught daily and were uncertain that language arts, reading, and mathematics should be considered tools children use to learn. (Author/SG)