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This paper questions the claim that the site-based approach can produce more effective beginning teachers, the ones capable of identifying and solving problems through multiple effective and appropriate approaches, and discusses the reasons that support this claim. The study uses the Science Teaching Efficacy Belief Instrument (STEBI-B) to measure preservice teachers' beliefs about science teaching. Quantitative data collected through interviews and questionnaires for 10 experience clusters include methods class assignments, methods text, methods class instruction, methods class instructor, feedback from the site-based teacher, feedback from the cluster coordinator, teaching experience in a methods class, teaching experience in an assigned classroom, and other experience during the semester. (Contains 26 references.) (YDS)

This paper questions the claim that the site-based approach can produce more effective beginning teachers, the ones capable of identifying and solving problems through multiple effective and appropriate approaches, and discusses the reasons that support this claim. The study uses the Science Teaching Efficacy Belief Instrument (STEBI-B) to measure preservice teachers' beliefs about science teaching. Quantitative data collected through interviews and questionnaires for 10 experience clusters include methods class assignments, methods text, methods class instruction, methods class instructor, feedback from the site-based teacher, feedback from the cluster coordinator, teaching experience in a methods class, teaching experience in an assigned classroom, and other experience during the semester. (Contains 26 references.) (YDS)

This paper questions the claim that the site-based approach can produce more effective beginning teachers, the ones capable of identifying and solving problems through multiple effective and appropriate approaches, and discusses the reasons that support this claim. The study uses the Science Teaching Efficacy Belief Instrument (STEBI-B) to measure preservice teachers' beliefs about science teaching. Quantitative data collected through interviews and questionnaires for 10 experience clusters include methods class assignments, methods text, methods class instruction, methods class instructor, feedback from the site-based teacher, feedback from the cluster coordinator, teaching experience in a methods class, teaching experience in an assigned classroom, and other experience during the semester. (Contains 26 references.) (YDS)

Detailed statistical information concerning elementary school science education in the 1961-62 school year is contained in this document. Survey information from the approximately 1,500 school districts participating in the study describe: (1) the enrollment and organization of public elementary schools; (2) the science curriculum, facilities, and equipment in elementary schools; (3) provisions for the identification and programs for working with children with special interests or aptitude in science and (4) inservice education activities in regard to elementary school science. A summary of the findings of the surveys as well as recommendations concerning the improvement of elementary school science instruction is provided. (CP)

Detailed statistical information concerning elementary school science education in the 1961-62 school year is contained in this document. Survey information from the approximately 1,500 school districts participating in the study describe: (1) the enrollment and organization of public elementary schools; (2) the science curriculum, facilities, and equipment in elementary schools; (3) provisions for the identification and programs for working with children with special interests or aptitude in science and (4) inservice education activities in regard to elementary school science. A summary of the findings of the surveys as well as recommendations concerning the improvement of elementary school science instruction is provided. (CP)

This study aims to discuss the issues of integrating e-books into science teaching by preservice elementary school teachers. The study adopts both qualitative and quantitative research methods. In total, 24 preservice elementary school teachers participated in this study. The main sources of research data included e-books produced by preservice elementary school teachers, a feedback questionnaire on e-book production, and elementary school students' feedback on the use of e-books. The main results of the study are: (1) the preservice elementary school teachers were satisfied with the processes of e-book production; (2) the preservice elementary school teachers demonstrated excellent performance in e-book production; (3) elementary school students were happy to use e-books.

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.

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

The project described in this report is an attempt to develop scales to assess teachers' attitudes toward teaching elementary school science. The instrument produced, Science Teaching Attitude Scales, consists of six scales, each of which has a statement of the attitude to be assessed and five statements to determine the extent to which the respondent accepts or rejects the particular attitude. With each statement there are four response choices: agree strongly, agree mildly, disagree mildly, and disagree strongly. Construct validity of the instrument was established by a field test with 31 elementary school teachers using a type of time series design. The scales were administered to the participants in the spring of 1971 as a pre-pretest, at the start of a four-week summer session on Science Curriculum Improvement Study (SCIS) materials, and at the end of the summer session as a posttest. Results showed no significant difference between the pre-pretest and pretest total scores. There was a significant increase from pretest to posttest on the total scores, which is interpreted as evidence for construct validity of the scales. (PR)

Free teaching materials suitable for elementary school science available from 168 agencies and companies are listed. Materials include booklets, teacher's source books and guides, charts and posters, and concrete materials such as mineral samples. Suggestions and materials for student activities range from experiments to song sheets. Topics include conservation and use of natural resources, forestry, wildlife, animal care, health education, space science, industrial processes and commercial products, and information on science careers. Annotations indicate the content and quality of the materials. Each entry is coded for appropriate level (upper or lower elementary) and for suitability for teacher reference or student use. (EB)

Examined were the cognitive preferences of sixth grade students in relationship both to student involvement in a program utilizing Elementary Science Study Materials and to the teaching strategies employed by the teachers. Two-hundred twenty-six students of eleven teachers, who had taken part in summer workshops to gain experience in using ESS materials and to obtain an understanding of the basic philosophy underlying this new science program, were designated as the experimental group. One-hundred twenty-three students attending the same area schools and their eleven teachers who were not active in the ESS program composed a second group, the "ripple control". A third group of 127 students were made of classes in schools which were not in the same area. Two instruments were developed for use in this study: the "Cognitive Preference Measure" and the "Teaching Strategy Inventory for Teachers". From the findings of this study, two possible conclusions were made: (1) on the bases of the variables used for grouping, no significant differences existed, or, (2) there were differences among the cognitive preferences of students, but these differences were not detected by the instrument developed for this study. [Not available in hardcopy due to marginal legibility of original document.] (BR)

Examined were the cognitive preferences of sixth grade students in relationship both to student involvement in a program utilizing Elementary Science Study Materials and to the teaching strategies employed by the teachers. Two-hundred twenty-six students of eleven teachers, who had taken part in summer workshops to gain experience in using ESS materials and to obtain an understanding of the basic philosophy underlying this new science program, were designated as the experimental group. One-hundred twenty-three students attending the same area schools and their eleven teachers who were not active in the ESS program composed a second group, the "ripple control". A third group of 127 students were made of classes in schools which were not in the same area. Two instruments were developed for use in this study: the "Cognitive Preference Measure" and the "Teaching Strategy Inventory for Teachers". From the findings of this study, two possible conclusions were made: (1) on the bases of the variables used for grouping, no significant differences existed, or, (2) there were differences among the cognitive preferences of students, but these differences were not detected by the instrument developed for this study. [Not available in hardcopy due to marginal legibility of original document.] (BR)

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)

During the past five years there has been new research into the teaching of history to children. Many educators are advocating once again the teaching of history through concepts. This elementary school unit uses the concept approach to teaching history. The lesson examines the concept of war and wars' impact on the lives of a variety of people. The lesson's approach contrasts with and provides a balance to the fears and triumphs of leaders of nations who seek to preserve or extend their own economic and political power. The lesson provides identification with the impact of war rather than an attempt to create a set of heroes. It identifies eight knowledge objectives (such as defining war, explaining war's destruction, and making conclusions about the impact of war), four skills objectives, (including gathering and analyzing data), and four attitudinal objectives. A list of materials needed for the unit and trade books to be read is given. The lesson then presents a day-by-day description of classroom procedures and activities. It concludes with a list of formative and formal assessments. (BT)

The purpose of this research was to explore the usefulness of metaphor generation and analysis as a tool for reflection by prospective elementary teachers of science. An interpretive case study was conducted to investigate the changing beliefs of four prospective teachers about science learning and teaching. The main assertion that emerged from the analysis was "reflection through metaphor helped prospective teachers identify and actualize some of their beliefs about learning and teaching science, but the extent depended on their personal histories as science learners and their cooperating teachers." In light of this, it seems that if prospective teachers need to make their implicit beliefs explicit before they can consider learning theories and teaching strategies as presented within their teacher education programs, then they need to be encouraged to do so within reflection. To help prospective teachers make their implicit beliefs about teaching and learning explicit so those beliefs can grow and develop into consistent actions throughout their personal and professional careers, metaphor may be a useful tool for the kind of reflection that connects learning and teaching. Underlying this whole process of learning to teach science is the learning-to-teach environment as influenced by the cooperating teacher. Prospective teachers apparently need safe and supportive learning-to-teach environments where they can become confident to learn to teach science under the mentorship of cooperating teachers who understand contemporary perspectives on children's science learning as well as how prospective teachers learn to teach. (Author)

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

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

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

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

COMPARED WERE TWO TEACHING METHODS, LECTURE-DEMONSTRATION AND INDIVIDUAL INVESTIGATION, IN TEACHING A SCIENCE METHODS COURSE FOR PROSPECTIVE ELEMENTARY SCHOOL TEACHERS. COMPARISONS WERE MADE REGARDING (1) CONFIDENCE TOWARD TEACHING SCIENCE, (2) ATTITUDES TOWARD SCIENCE, (3) ACHIEVEMENT IN SCIENCE, AND (4) STUDENT TEACHING BEHAVIORS IN SCIENCE. THE SAMPLE CONSISTED OF WOMEN STUDENTS IN THREE SECTIONS OF A SCIENCE EDUCATION COURSE AT OKLAHOMA STATE UNIVERSITY. THE STUDENTS IN THE TWO EXPERIMENTAL GROUPS PERFORMED THEIR ACTIVITIES INDIVIDUALLY. THE CONTROL GROUP, USING THE SAME ACTIVITIES IN THE SAME SEQUENCE, HAD ACTIVITIES DEMONSTRATED BY FOUR STUDENT TEAMS. ALL GROUPS WERE PRETESTED AND POST-TESTED WITH THE DUTTON SCIENCE ATTITUDE SCALE, THE EVANS CONFIDENCE SCALE, AND THE READ GENERAL SCIENCE TEST. A QUESTIONNAIRE, SUMMARY OF STUDENT TEACHING BEHAVIORS IN SCIENCE, WAS GIVEN DURING THE STUDENT TEACHING PERIOD. IT WAS CONCLUDED AT THE .05 LEVEL OF CONFIDENCE, (1) THAT THERE IS NO SIGNIFICANT DIFFERENCE IN SCORES IN (A) ATTITUDES TOWARDS SCIENCE, OR (B) SCIENCE ACHIEVEMENT, (2) THAT THERE IS NO SIGNIFICANT DIFFERENCE IN SUMMARIES OF STUDENT TEACHING BEHAVIORS, AND (3) THAT THE EXPERIMENTAL GROUPS SCORED SIGNIFICANTLY HIGHER THAN THE CONTROL IN CONFIDENCE TOWARD TEACHING SCIENCE. A PARTIAL OUTLINE OF THE COURSE ACTIVITIES USED IN THIS STUDY IS APPENDED. (DS)

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 took place within the context of a four-year local systemic reform effort collaboratively undertaken by the Science Education Center at the University of Iowa and the Iowa City Community School District. The goal of the project was to move teachers towards an interactive-constructivist model of teaching and learning that assumes a middle-of-the-road interpretation of constructivism, where hands-on activities are used selectively and purposefully to challenge students' ideas, promote deep processing, and achieve conceptual change. The research focus of this study was to verify the use of students' perceptions and attitudes and the supervisor's ratings as measures of teachers' implementation of interactive-constructivist teaching in elementary classrooms. The question was addressed using a case study of 52 elementary science teachers. This convenience sample was defined by the professional judgment of the expert rater using an eight-dimension checklist/rating rubric. Students' perceptions and attitudes and expert ratings of constructivist science teaching had marginal external validity. Includes in-depth discussion of constructivism and interactive-constructivist teaching. (Contains 46 references and 5 tables.) (PVD)

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)

This paper offers a comparative reflection on how two nations, the U.S. and Lithuania, are implementing inquiry-based science in elementary classrooms. The qualitative study explored how fourth grade teachers in Southern California and in Lithuania employed effective inquiry-based strategies in their classrooms. A teacher's use of questioning strategies to guide critical thinking and the role of inquiry-based pedagogy plays in promoting student engagement were commonalities in both countries. "Exercise moments", resource conservation, and "voyeuristic investigations" were noted in Lithuanian inquiry practices while pacing guides and standards coverage were prevalent issues in US inquiry practices.

xiii, 373 p. 19 cm

The purpose of the monograph was to determine if the process of science or the content of science should be emphasized in elementary school science teaching. The discussion attempts to show why process, and not content, should be the primary emphasis in elementary school science teaching by examining the history of elementary school science in the United States, cognitive development, and the preparation of teachers. The results indicate that educators regard the development of competence in use of the scientific method and the development of the scientific attitude the most important objectives of science instruction. Developmental psychologists such as Montessori, Piaget, and Bruner believe that child cognition is enhanced when pupils use the processes of science. Finally, there is evidence that elementary school teachers can be better trained to teach a process-oriented curriculum because it requires little understanding of the concepts and principles of science and does not require teachers to keep up to date with scientific information. (Author/BR)

"Elementary Science Teaching in the Laboratory School. I" is an article from The Elementary School Teacher, Volume 3 . View more articles from The Elementary School Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-992907

The purpose of this study was to identify whether the strategy of using hands-on science process skills training in an elementary science methods course was effective in: (1) reducing preservice elementary teachers' (PETs') anxiety about teaching hands-on science activities, and (2) changing PETs' concerns about teaching hands-on science activities from concerns about "self" to concerns about "task" and the "impact" of hands-on science on children. A nonequivalent control group quasi-expermental design was utilized. One independent variable, the method of hands-on science process skills training, was investigated. Two measurement instruments (Stages of Concern Questionnaire and State-Trait Anxiety Inventory)--translated into Chinese--were used to measure the dependent variables. The sample consisted of 105 PETs enrolled in 4 sections of a science methods course at Taiwan Provincial Taichung Teachers' College, Republic of China. The experimental group (n=54) received training in hands-on science activities for a period of 6 weeks, while the control group (n=51) received regular class lectures without hands-on science activities. Analysis of covariance (ANCOVA) results indicated that hands-on science process training was significant (P

Studies are reviewed in which the State Trait Anxiety Inventory (STAI) was used to measure anxiety about teaching science in preservice elementary school teachers during required science content courses. STAI measures state anxiety (transitory emotional state influenced by training) and trait anxiety (relatively stable individual difference in anxiety proneness). Correlation coefficients for administrations of X and Y forms of the STAI ranged from 0.93 to 0.94. Means and standard deviations for all administrations from 1977-1981 are reported. Many students expressed interest in workshops to reduce anxiety about science and science teaching. However, when such a workshop was made available, few were able to attend because of lack of time in their schedules. Although the small sample size (workshop participants) obviated attempts at experimental research, the results were sufficient to encourage additional systematic investigations. (Author/JN)

This paper reports on a study that examined the effects of formative experiences on the attitudes of preservice elementary teachers towards science and science teaching. Students in the science sequence of an elementary teacher preparation program wrote autobiographical essays about their experiences in science. These essays (n=56) were analyzed for patterns relating to experiences in the elementary, middle school and high school years, as well as non-formal and collegiate experiences. The influence of other people and preservice elementary teachers' representations of science instruction were also examined. The analysis shows the importance of hands-on experiences and the importance of teachers' attitudes toward science across all grade levels in influencing positive attitudes towards science. The analysis also shows that negative attitudes towards science can be partially attributable to poor interactions with teachers and the content driven nature of school science. This study suggests that negative attitudes can be improved by providing relevant hands-on and reflective experiences in science in a teacher preparation program. (Contains 32 references.) (Author/WRM)

This study attempted to explore the relationship between elementary teacher candidates' conceptions of the nature of science and their consequent conceptions of teaching science. In order to measure patterns and trends in how elementary teacher candidates define the nature of science and the teaching of science, an open-ended qualitative questionnaire and follow-up interviews were administered to 47 elementary teacher candidates prior to and after the completion of a science methods course. Results indicated that few of the candidates had considered their ideas about the nature of science. In general, answers represented views of school science rather than science as practiced by scientists. Responses also indicated that the teacher candidates had developed their conception by what they had learned in past science classes or in textbooks and not from personal involvement and experience with the practice of science. After participating in the methods course, three-fourths of the teacher candidates described the nature of science as the process of discovery and saw science concepts as relative and subject to personal construction of meaning. Moreover, the candidates recognized that learning is an active process and is a construction of individual understanding and that their role should be to facilitate personal construction. Contains 53 references. (JRH)

Investigated as predictors of preservice elementary teachers' attitudes toward the teaching of science were scores on the science subtests of the C-BASE and ACT, number of college science hours, and college GPA. The Science Attitude Scale for Preservice Teachers, measuring comfort/discomfort of teaching science, science as a basic need, time required to prepare and to teach science, and handling of science equipment, was administered to the sample (N=210) during the first week of the elementary science methods class. The stepwise regression yielded C-Base science and college science hours as predictors of attitude toward teaching science. (The Science Attitude Scale for Preservice Teachers is contained in the appendix. (Contains 33 references.) (Author)

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

"Elementary Science Teaching in the Laboratory School. II" is an article from The Elementary School Teacher, Volume 4 . View more articles from The Elementary School Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-993262

"Elementary Science Teaching in the Laboratory School. II" is an article from The Elementary School Teacher, Volume 4 . View more articles from The Elementary School Teacher . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-993262

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.

The purposes of this study were to investigate changes of science teaching and to explore the factors which influenced changes of three first grade teachers when implementing an in-service project. The researcher, the leader teacher and three first grade teachers built a collaborative relationship to hold a teacher development group. The leader teacher introduced the curriculum, Constructivist Rationale and Teaching Model, designed by the researcher to the first grade teachers. Then they cooperatively designed teaching schemes, implemented them, and reflected the problems they encountered in their classes. It was a cyclic and continuous process lasting for 1 year. Data from classroom teaching, teacher interviews, student interviews, group discussion, and related documents were collected and analyzed. The findings indicated that the three first grade teachers adopted the new teaching model and tried to modify it. They showed the teaching behaviors suggested and built a more positive learning climate. In addition to the intervention curriculum and the leader teacher, personal and contextual factors influenced teaching beliefs, content knowledge and concern, and autonomy. Time, school culture and leadership, and extra examination were perceived contextual limitations. (Contains 21 references.) (Author/YDS)

The purposes of this study were to investigate changes of science teaching and to explore the factors which influenced changes of three first grade teachers when implementing an in-service project. The researcher, the leader teacher and three first grade teachers built a collaborative relationship to hold a teacher development group. The leader teacher introduced the curriculum, Constructivist Rationale and Teaching Model, designed by the researcher to the first grade teachers. Then they cooperatively designed teaching schemes, implemented them, and reflected the problems they encountered in their classes. It was a cyclic and continuous process lasting for 1 year. Data from classroom teaching, teacher interviews, student interviews, group discussion, and related documents were collected and analyzed. The findings indicated that the three first grade teachers adopted the new teaching model and tried to modify it. They showed the teaching behaviors suggested and built a more positive learning climate. In addition to the intervention curriculum and the leader teacher, personal and contextual factors influenced teaching beliefs, content knowledge and concern, and autonomy. Time, school culture and leadership, and extra examination were perceived contextual limitations. (Contains 21 references.) (Author/YDS)

This is one component of an in-depth, longitudinal case study investigating the deliberate attempt to infuse a science multicultural perspective throughout an elementary teacher education program 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 their methods experience, their student teaching experience, and during the first few years of their teaching practice. The focus in this paper is the student teaching component for 40 prospective science teachers. Data sources were individual semi-structured audiotaped interviews. Data were analyzed through standard qualitative techniques to generate insights for science teacher educators. Implications for science teacher education focus on the assertions that intending teachers bring multiple perspectives to their teaching and that these perspectives face a commitment test during the student teaching experience. In addition, intending teachers discovered during student teaching that the schools in which they were placed did not really value science teaching. (Contains 2 figures and 16 references.) (Author/SLD)

This is the first part of a national study on science instruction in elementary schools in the United States. Questionnaires (copies appended) sent to the principal and a randomly selected science teacher in 3342 public elementary schools, selected by multi-stage random samples of Great Lakes and Far West Regions schools, provided information about practices, procedures, policies and conditions concerning science education. Data received by July 1, 1971, (approximately 38 percent response) were analyzed and include information about teacher preparation, school organizational instructional methods, facilities for science, use of federal funds, the adoption of science course improvement project materials, teacher attendance at summer and other institutes, and teacher satisfaction. Chi square values resulting from a contingency table analysis of responses to teacher and principal questionnaires classified by school enrollment are reported. Some significant relationships concerning teacher preparation, use of funds, and facilities available are discussed. Trends since earlier surveys by other authors are discussed. (Author/AL)

This study compared the relative effectiveness of teaching selected science concepts associated with the study of atoms and molecules to fourth and sixth grade students, using two contrasting teaching methods: (1) laboratory-theory sequence, and (2) theory-laboratory sequence. The sample of 99 students in one school was taught the science units through method (1), and 158 students in another school were taught the same science concepts using method (2). Analysis of covariance techniques were used, with IQ and general science achievement as covariates. Findings included the following: the laboratory-theory sequence method was a better way to teach science concepts in the fourth grade; the theory-laboratory sequence method was a better way to teach science concepts in the sixth grade; the concepts taught were too difficult for most fourth grade students but not too difficult for sixth grade students; concept retention after three months was extremely high for most of the students; sixth grade boys in the theory-laboratory sequence method scored significantly higher than girls; and there was no significant interaction between the treatment groups and IQ ability groupings. (Author/PR)

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)

Teachers describe their professional development experiences regarding science, science teaching, and science learning as they occurred over a 2.5 year period in the Literacy in Science and Social Studies Project in a professional development school setting. They contrast their experiences in this collaborative setting with more traditional models of science education reform. The members of the Literacy in Science and Social Studies Project pursued their goals through a variety of activities including study group discussions, curriculum planning, co-teaching of elementary children and preservice teachers, and joint research on student and educator learning. In this paper, the teachers, university professors, and doctoral students use stories of their professional development in science to illustrate two themes that emerged from their work in this restructured context. First, there is the theme of increasing interest in science over time as those who initially were science-avoiders found entryways into science. The second theme is that the science educators' research, teacher education efforts, and elementary school science teaching was enriched by their regular interactions with professional whose expertise and interest were in subject matter areas other than science. The teachers illustrate how their relationships with science changed over time. Science-avoiders became comfortable with and challenged by their own learning of science and their students' ways of thinking in science. Science educators deepened their understanding of science as a socially constructed endeavor. Professional development for elementary teachers in the area of science is perhaps more meaningful when it fits with the individual's readiness to tackle this subject area. (MDH)

Elementary teachers' attitudes towards science and their confidence to teach it have for some time been identified as important in determining both the quality and quantity of science taught to children. Attitudes and confidence are influenced greatly by the teachers' own experiences as learners of science and as teachers of science. This paper reports on a longitudinal case study of three elementary teachers during their transition from preservice to inservice teaching. The study identifies experiences that were helpful in overcoming initial lack of confidence in studying science and experiences that were perceived by participants to be helpful in preparation for teaching science in the elementary school. The paper identifies ways in which the beginning teachers perceived and addressed constraints to science teaching in the elementary school and how they changed and adapted the knowledge and skills developed at university to practical situations. The use by researchers of a specialist science teacher's perspective for evaluating elementary science classes is discussed. (Contains 47 references.) (Author/NB)

In this study, hypermedia technology was used to support prospective elementary teachers in publicly articulating their personal pedagogical theories, revisiting and revising them over time in light of new experiences and learning within the context of an innovative teacher preparation program. Given the need to incorporate opportunities for engaging prospective teachers in reflection and making their personal theorizing explicit and the potential of hypermedia authoring to support this kind of reflection and make thinking visible, this study aimed to answer the question: What are the prospective elementary teachers' views of teaching and learning science as they became transparent through their Web-based philosophies? Specifically, the questions that guided this research are: (1) What is the nature of prospective elementary teachers' philosophies about science teaching and learning? (2) In what ways does the Web-based portfolio task support thoughtful reflection associated with learning to teach science? and (3) In what ways does the technology contribute to the portfolio task? The study finds that the Web-based philosophy task was conducive to making prospective elementary teachers' implicitly held personal pedagogical theories explicit and promoting their revision in light of new experiences and learning. (Contains 25 references.) (MVL)

This pilot study investigated the effect of community-based service learning on the self-efficacy beliefs of preservice elementary teachers in regards to equitable science teaching and learning. Using the Self-Efficacy Beliefs About Equitable Science Teaching (SEBEST) instrument (Ritter, Boone, & Rubba, 2001), pre- and posttest data from 32 preservice elementary teachers who were enrolled in two different science methods courses were analyzed. Findings from this study suggest that community-based service learning significantly influenced preservice elementary teachers' outcome expectancy toward equitable science teaching and learning. (Contains 2 tables.)

The purpose of this study was to determine the effect of an earth systems science course (integrated mathematics and science content) on preservice elementary teachers' mathematics and science teaching efficacy. Paired t-tests revealed that the personal mathematics and science teaching efficacy and science teaching outcome expectancy significantly increased over the course of the semester for the experimental group (those students enrolled in the earth systems science course). For the control group (those students not enrolled in the course), however, there was no significant increase. (Contains 3 tables.)

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.)

One very important component of elementary science student achievement is the teacher. This paper describes the effect of student teaching on attitude and anxiety toward science and science teaching among preservice elementary student teachers (n=71). Attitude was measured using the Revised Science Attitude Scale. Anxiety was measured using the State-Trait Anxiety Inventory. After comparing pretest and posttests for these instruments, the conclusion was made that there was a significant improvement in attitude towards science and science teaching as well as a decrease in anxiety about science and science teaching. (PR)