Your search found 17 results.

Descriptors:
Teacher Characteristics; Science Teachers; Professional Development; Inquiry; Academic Achievement; Teacher Attitudes; Pedagogical Content Knowledge; Lesson Plans; Research; Literature Reviews; Criticism; Outcomes of Education

Abstract:
This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers. More importantly, our review reveals that no reported study has connected participation in inquiry-based PD with all the desired outcomes of teacher PD: enhanced teacher knowledge, change in beliefs and practice, and enhanced student achievement. Implications for future research on inquiry-based PD programs are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Multicultural Education; Culturally Relevant Education; Scientific Principles; Science Instruction; Science Education; Teaching Methods; Educational Change; Hispanic American Students; African American Students; English (Second Language); Second Language Learning; Inquiry

Abstract:
Due to the growing number of students from populations underrepresented in the sciences, there is an intensified need to consider alternatives to traditional science instruction. Inquiry-based instructional approaches provide promise and possibility for engaging underrepresented students in the activities of science. However, inquiry-based instruction without culturally relevant pedagogy and instructional congruency, may not be sufficient to support non-mainstream students in science learning, and may even serve to challenge students' cultural ways of knowing. This conceptual paper suggests that aligning reform efforts in science education to the field of multicultural education would buttress efforts to reach underrepresented student groups in science. This includes providing culturally relevant instruction and instruction toward making the assumptions of science explicit, in particular. To this end, this paper draws from literature in multicultural education to propose that deconstructing science through instruction in NOS may support Latino, African American and English language learning students in science learning. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Student Attitudes; Student Surveys; Soil Science; Scores; Scientific Research; Student Participation; Inquiry; Hands on Science; High School Students; Earth Science; Secondary School Science; Student Research; Pretests Posttests; Student Projects; Science Process Skills; Student Motivation; Cooperative Learning

Abstract:
Inquiry-based teaching helps students develop a deep, applied understanding of human-environmental connections, but most high school curricula do not use inquiry-based methods. Soil science topics, which are also generally lacking from curricula, can provide hands-on model systems for learning inquiry skills. We report on the implementation of a soil science inquiry unit for high school earth science classrooms. Teams in three classes participated in open inquiry about water runoff from, and infiltration into soils. Students learned how scientists conduct research by asking their own research questions, designing and conducting investigations, presenting findings to their peers, and peer-reviewing each other's work. Student engagement and learning were assessed through testing, final projects, a student survey, and observations of student attitudes. Pre- to post-test gains (17% average gain from 63% average pre-test score, with 71% maximum gain) showed significant student science-content-learning. Generally lower scores on final projects (61% average) than on post-tests (80% average) suggest the need for more teacher-scaffolding in complex, open-ended assignments. Students reported enjoying the unit and learning essential inquiry skills, such as experimental design, scientifically based teamwork and group-learning, and real world applicability of concepts. Observations suggest that students were motivated and substantively engaged. One-third of students reported increased excitement about science. We conclude that inquiry-based units should be more commonly used in science classrooms, to enable students to learn how to think critically, develop collaborative teamwork skills, take ownership of their learning, and be substantively engaged in authentic tasks applicable in later life. (Contains 5 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Mentors; Preservice Teacher Education; Student Teacher Attitudes; Beliefs; Inquiry; High Schools; Secondary School Science; Field Experience Programs; Interviews; Science Instruction; Lecture Method; Creative Teaching

Abstract:
This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one-year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice--from traditional, lecture-driven lessons, to innovative, open, full-inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Teaching Methods; Educational Technology; Computer Software; Metacognition; Methods Courses; Scientific Principles; Evolution; Scientific Concepts; Secondary School Science; Preservice Teacher Education; Higher Education; Preservice Teachers; Pretests Posttests; Science Achievement; Computer Assisted Instruction

Abstract:
This study addresses the need for research in three areas: (1) teachers' understandings of scientific inquiry; (2) conceptual understandings of evolutionary processes; and (3) technology-enhanced instruction using an inquiry approach. The purpose of this study was to determine in what ways "The Galapagos Finches" software-based materials created a context for learning and teaching about the nature of scientific knowledge and evolutionary concepts. The research used a design experiment in which researchers significantly modified a secondary science methods course. The multiple data sources included: audiotaped conversations of two focus pairs of participants as they interacted with the software; written pre- and posttests on concepts of natural selection of the 21 prospective teachers; written pre- and posttests on views of the nature of science; three e-mail journal questions; and videotaped class discussions. Findings indicate that prospective teachers initially demonstrated alternative understandings of evolutionary concepts; there were uninformed understandings of the nature of scientific inquiry; there was little correlation between understandings and disciplines; and even the prospective teachers with research experience failed to understand the diverse methods used by scientists. Following the module there was evidence of enhanced understandings through metacognition, and the potential for interactive software to provide promising context for enhancing content understandings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teaching Methods; Seminars; Scientists; Secondary School Teachers; Journal Writing; Scientific Principles; Science Instruction; Inquiry; Questionnaires; Interviews; Scientific Research; Teacher Interns; Secondary School Science

Abstract:
Reform efforts emphasize teaching science to promote contemporary views of the nature of science (NOS) and scientific inquiry. Within the framework of situated cognition, the assertion is that engagement in inquiry activities similar to those of scientists provides a learning context conducive to developing knowledge about the methods and activities through which science progresses, and, in turn, to developing desired views of NOS. The inclusion of a scientific inquiry context to teach about NOS has intuitive appeal. Yet, whether the learners are students, teachers, or scientists, the empirical research does "not" generally support the claim that engaging in scientific inquiry alone enhances conceptions of NOS. We studied developments in NOS conceptions during a science research internship course for preservice secondary science teachers. In addition to the research component, the course included seminars and journal assignments. Interns' NOS views were assessed in a pre/post format using the Views of Nature of Science questionnaire, [VNOS-C] and interviews. Results indicate most interns showed substantial developments in NOS knowledge. Three factors were identified as important for NOS developments during the internship: (1) reflection, (2) context, and (3) perspective. Reflective journal writing and seminars had the greatest impact on NOS views. The science research component provided a context for reflection. The interns' role perspective appeared to impact their abilities to effectively reflect. Interns who assumed a reflective stance were more successful in deepening their NOS conceptions. Those who maintained a scientist's identity were less successful in advancing their NOS views through reflection. In light of these results, we discuss the significance and challenges to teaching about NOS within inquiry contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Teachers; Scientific Principles; Teacher Education; Science Instruction; Secondary School Teachers; Models; Computer Software; Critical Thinking

Abstract:
This study investigated prospective secondary science teachers' understandings of and intentions to teach about scientific modelling in the context of a model-based instructional module. Qualitative methods were used to explore the influence of instruction using dynamic computer modelling. Participants included 14 secondary science prospective teachers in the USA. Research questions included: (1) What do prospective teachers understand about models and modelling in science? (2) How do their understandings change, following building and testing dynamic computer models? and (3) What are prospective teachers' intentions to teach about scientific models? Scaffolds in the software, "Model-IT", enabled participants to easily build dynamic models. Findings related to the process, content, and epistemological aspects of modelling, including: (a) prospective teachers became more articulate with the language of modelling; and (b) the module enabled prospective teachers to think critically about aspects of modelling. Still, teachers did not appear to achieve full understanding of scientific modelling. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Apprenticeships; Concept Formation; Engineering Education; Epistemology; High Schools; Inquiry; Mentors; Science Education; Scientific Principles; Teaching Methods

Abstract:
Explicates the impact of an 8-week science apprenticeship program on a group of high-ability secondary students' understanding of the nature of science and scientific inquiry. Reports that although most students did appear to gain knowledge about the process of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. (Contains 48 references.) (Author/YDS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attitudes; Block Scheduling; Conference Papers; Elementary Secondary Education; Environmental Education; Evaluation; Faculty Development; Inquiry; Mathematics Education; Preservice Teachers; Science Activities; Science Instruction; Scientific Principles; Self Efficacy; Teacher Education; Technology

Abstract:
This document contains the proceedings of the 2002 Annual International Conference of the Association for the Education of Teachers in Science which was held in Charlotte, North Carolina, January 10-13, 2002. Papers include: (1) "Teaching Science Methods Courses with Web-Enhanced Activities" (Alec M. Bodzin); (2) "How Is Your Lawnmower Working? Understanding Scientific Inquiry through Metaphors" (William S. Harwood, Rebecca R. Reiff, and Teddie Phillipson); (3) "Teacher Explanations for Discourse Variations in Elementary Science Methods" (William J. Newman Jr., Paula D. Hubbard, and Sandra K. Abell); (4) "Strategies Enabling Teachers to Critically Analyze Learning and Teaching" (Donna R. Sterling); (5) "A Quantitative Comparison of Instruction Format of Undergraduate Introductory Level Content Biology Courses: Traditional Lecture Approach vs. Inquiry Based for Education Majors" (Jennifer L. Willden, David T. Crowther, Alan A. Gubanich, and John R. Cannon); (6) "Examining the Influence of a Graduate Teaching Fellows Program on Teachers in Grades 7-12" (Stephen L. Thompson, Vicki Metzgar, Angelo Collins, Melvin D. Joeston, and Virginia Shepherd); (7) "Preservice Secondary Science Teacher Apprenticeship Experience with Scientists" (Sherri L. Brown, Kim Bolton, Nancy Chadwell, and Claudia T. Melear); (8) "Views of Science Teachers One-Three Years After a Pre-Service Inquiry-Based Research Course" (Leslie Suters, Claudia T. Melear, and Leslie G. Hickok); (9) "Evaluation of a Model for Supporting the Development of Elementary School Teachers' Science Content Knowledge" (Alicia C. Alonzo); (10) "Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science" (Juanita Jo Matkins, Randy Bell, Karen Irving, Rebecca McNall); (11) "An Extended Examination of Preservice Elementary Teachers' Science Teaching Self- Efficacy" (Patricia D. Morrell and James B. Carroll); (12) "Science, Creationism and Religion: Responses from the Clergy" (Alan Colburn, Laura Henriques, and Michael Clough); (13) "A Card Sorting Task To Elicit Science Teaching Orientations" (Patricia J. Friedrichsen and Thomas M. Dana); (14) "Managing Student/Teacher Co-Construction of Visualizable Models in Large Group Discussion" (John Clement); (15) "Voices in a Reservation School: A Sonata-Form Narrative from a Professor and a Dakota Pre-Service Teacher about Their Professional and Practical Knowledge Teaching Science in Culturally Responsive Ways" (Jo Anne Ollerenshaw and Delberta Lyons); (16) "Discrepant Questioning as a Tool To Build Complex Mental Models of Respiration" (Mary Anne Rea-Ramirez and Maria C. Nunez-Oviedo); (17) "The Influence of a Philosophy of Science Course on Preservice Secondary Science Teachers' View of Nature of Science" (Fouad Abd-El-Khalick); (18) "Developing an Authentic Language for a Web-Searchable, Hypermedia Teacher-Education Database" (E. Barbara Klemm); (19) "Professional Development Models: A Comparison of Duration and Effect" (David T. Crowther and John R. Cannon); and (20) "Chemistry Students' Challenges in Using MBLs in Science Laboratories" (Hakan Yavuz Atar). (MVL) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Attitudes; Block Scheduling; Conference Papers; Elementary Secondary Education; Environmental Education; Evaluation; Inquiry; Mathematics Education; Preservice Teachers; Professional Development; Science Activities; Science Instruction; Scientific Principles; Self Efficacy; Teacher Education; Technology

Abstract:
This document contains the proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science which was held in Costa Mesa, California, January 18-21, 2001. Papers include: (1) "An Elementary Preservice Teacher's Search for Solutions about the Evolution-Divine Creation Question: The Story of Tracy" (Larry D. Yore and Tracey Knopp); (2) "Stars: Evaluating the Use of Video Technology for Modelling Science Process Skills" (Kenneth P. King and Thomas E. Thompson); (3) "Site-Based Professional Development: Learning Cycle and Technology Integration" (Brian L. Gerber, Andrew J. Brovey, and Catherine B. Price); (4) "Professional Development as Inquiry: The Role of Formative Assessment in Professional Development" (Doris Ash, Karen Levitt, and Lin Tucker); (5) "A Comparative Analysis of Science Teacher Education in Global Communities" (Pamela Fraser-Abder); (6) "Infusing Technology to Enhance Science Lessons: Prospective Teachers as Action Researchers Learning to Teach for Conceptual Change" (M. Randall Spaid); (7) "Professional Development for Elementary School Teachers Working with Science Learning Outcomes" (Ken Appleton and Allan Harrison); (8) "Views of Nature of Science Questionnaire (VNOS): Toward Valid and Meaningful Assessment of Learners' Conceptions of Nature of Science (Fouad Abd-El-Khalick, Norm G. Lederman, Randy L. Bell, and Renee S. Schwartz); (9) "Thinking Reflectively Rather Than Reflexively: A Theoretical Framework for Portfolio Development in Teacher Education" (Christopher Andersen); (10) "Prospective Elementary Teachers' Use of an Online Communicative Tool: Implications for the Use of Technology in Science Teaching Preparation" (Lucy Avraamidou and Barbara Crawford); (11) "Inquiry-Based Research Published in 'I Wonder': The Journal for Elementary School Scientists (1999-2000)" (Michael E. Beeth and Tracy Huziak); (12) "Pre-Service Science and Mathematics Teachers as Cultural Agents: A Transformative Study" (Carolyn Butcher and Gilbert Valadez); (13) "Increased Science Achievement for Adolescent Girls" (Nancy Stubbs and Caryn Hoffman); (14) "What Do We Know about Students' Cognitive Conflict in the Science Classroom: A Theoretical Model of Cognitive Conflict Process" (Gyoungho Lee and Jaesool Kwon); (15) "Science and Language Links" (Zale A. Liu and Valarie L. Akerson); (16) "Learning Science through Reading: Fifth-Grade Students' Conceptualization of Observation and Inference" (Francis S. Broadway and Katherine Taillon); (17) "Does Being Wrong Make Kettlewell Wrong for Science Teaching?" (David Wyss Rudge); (18) "Integrating Technology into Teacher Preparation and K-12 Classrooms" (Vickie D. Harry and R. Elaine Carbone); (19) "Technology: Preservice Teachers' Preparation: Oil: Water" (Patricia D. Morrell and James B. Carroll); (20) "Using Electronic Classrooms and the World Wide Web to Support Science Teaching and Learning: Interactive Session Summary" (Paul Vellom, Marcia Fetters, and Michael Beeth); (21) "The Philosophy, Theory and Practice of Science-Technology-Society Orientations" (Chris Lawrence, Robert Yager, Scott Sowell, Elizabeth Hancock, Yalcin Yalaki, and Paul Jablon); (22) "Eighth-Grade African American Students' Sense-Making of Electricity" (Morgan C. Greene and Francis S. Broadway); (23) "Making Science Accessible: Strategies for Modifying Science Activities to Meet the Needs of a Diverse Student Population" (Marcia Fetters, Dawn Pickard, and Eric Pyle); (24) "An Environmental Education Needs Assessment of K-12 Teachers" (Yvonne Meichtry); (25) "Language Development and Science Inquiry: A Child-Initiated and Teacher-Facilitated Program" (Evelyn P. Klein, Penny L. Hammrich, Stephanie Bloom, and Anika Ragins); (26) "Examining Discourse in Elementary Science Methods: Differences between Science Content and Pedagogy" (William J. Newman, Jr., Paula D. Hubbard, and Sandra K. Abell); (27) "Science Work Experience Programs for Teachers: Refocusing Professional Development Using a Qualitative Lens" (Wendy M. Frazier); (28) "An Extension Analysis on the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers" (Jennifer M. Ritter, William J. Boone, and Peter A. Rubba); (29) "Impact of Global School/University Partnerships on Science Teacher Enhancement" (Jack Hassard and Julie Weisberg); (30) "Learning Together: A Collaboration between Researcher and Classroom Teacher Using Inquiry-Based Instruction" (James T. McDonald); (31) "What Is Necessary to Include in a Science Methods Course for Teachers on Emergency Permits?-- The Role of the Feedback Portfolio" (Hedy Moscovici); (32) "Jumping onto the Portfolio Bandwagon: What Teachers Say about the Process" (Mary Stein); (33) "The Sisters in Science Program: A Three Year Analysis" (Penny L. Hammrich, Greer Richardson, and Beverly Livingston); (34) "Team: Staff Development and Mentoring for Urban Elementary Teachers, Preservice Teachers, and Students" (Kenneth King and Thomas Thompson); (35) "Science as a Way of Knowing: Using Reader Response as a Means to Construct a Personal Understanding of Science Literature" (Robert W. Blake, Jr. and Robert W. Blake); (36) "Getting to the Fourth Year" (Patricia R. Simpson, George Davis, Teresa Shume, David Cline, and Dorrie Tonnis); (37) "Profile Changes for Two Students in a (Mathematics, Science and Technology Education) Preservice Teacher Education Program with Constructivist Views of Teaching and Learning" (Youngsun Kwak and Michael E. Beeth); (38) "Sharing Our Strategies: A Role for Science Teachers" (Pamela Fraser-Abder and Nina Leonhardt); (39) "Sisters in Science: Using Sports as a Vehicle for Science Learning" (Penny L. Hammrich, Greer M. Richardson, Tina Sloan Green, and Beverly Livingston); (40) "Strategies Enabling Collaborative Teacher Teams to Develop and Implement Assessment of Student Understanding of Science" (Donna R. Sterling); (41) "The Bridges Project: Pairing Preservice and Inservice Teachers for Professional Development in Science, Math, and Literacy Using Performance Assessment Tasks as Contexts" (Valerie L. Akerson, Amy McDuffie, and Judith A. Morrison); (42) "Elementary Science Teacher Leadership (ESTL) Program: A Professional Development Model" (Marlene Thier and Herbert Thier); (43) "Secondary Science Teacher Candidates' Beliefs and Practices" (Deborah Waggett); (44) "Awakening the Scientist Inside: Global Climate Change and the Nature of Science in an Elementary Science Methods Course" (Juanita Jo Matkins and Randy Bell); (45) "Changes in the Philosophies of Teaching of Four Interns during the Internship Year" (Michael J. Wavering); (46) "From Practice to Theory--Narrowing The Gap: First Year Teachers Emerging from a Constructivist Science Education Program" (Michael Dias and Jack Hassard); (47) "Reconceptualizing a General Chemistry Curriculum Using a Standards-Based Approach to Instruction" (Warren J. DiBiase and Eugene P. Wagner); (48) "Documenting Strategies for Two Local Systematic Change Projects" (Larry D. Yore, James A. Shymansky, and John O. Anderson); (49) "Constructing Investigations: Collaborative Professional Development in Technology and Science Education" (Lawrence B. Flick, Walter Gamble, and Dick O'Connor); (50) University Science Majors in Collaborative Partnerships with Elementary Teachers: Inquiry Based Teaching and Learning" (Donna L. Ross and Cheryl L. Mason); (51) "The Relationship between Attitude toward Science and Enrollment in a 4x4 Block Schedule" (James E. Spellman and J. Steve Oliver); (52) "A Revised Introductory-Level College Science Course: Steps Toward an Inclusive Pedagogy" (Tarin H. Weiss); (53) Daughters with Disabilities: A Professional Development Model to Reframe Science, Math, and Technology Education for Girls with Disabilities" (Penny L. Hammrich, Lynda Price, and Graciela Slesaransky-Poe); (54) "The Levels of Accessibility Matrix System for Determining the Appropriateness of Hands-On Science Activities for Students with Disabilities" (E. Barbara Klemm and Joseph R. Laszlo); (55) "The Effects of an After-School Science Program on Middle School Female Students' Attitudes toward Science, Mathematics and Engineering" (Maria M. Ferreira); (56) "Science and Mathematics Professional Development at a Liberal Arts University: Effects on Content Knowledge, Teacher Confidence and Strategies, and Student Achievement" (Cynthia H. Greer); (57) "Sexuality Has a Place in the Science Classroom" (Anne-Marie Scholer); (58) "Drawing on Their Understanding: Using Illustrations to Invoke Deeper Thinking about Plants" (Shannan McNair and Mary Stein); (59) "Block Scheduling Science: Does It Help or Hinder?" (Donna L. Ross and Julie F. Westerlund); (60) "'Just in Time': An Alternative Pathway to Teaching (APT)" (Camille L. Wainwright); (61) "Issues in the Preparation of Teachers to Face the Challenge of the Black-White Achievement Gap in Science: 'I Love Your Questions, But We Have to Get Through This Stuff'" (Charles R. Ault, Jr. and Obed Norman); (62) "Stories From the Field: Challenges of Science Teaching and Learning through Interdisciplinary Approaches" (Katherine C. Wieseman, Hedy Moscovici, Turtle Moore, Jill van Tiel, and Esme McCarthy); (63) "The Genesis of Science Teaching in the Elementary School: The Influence of Student Teaching" (Lee A. Plourde); (64) "Goals 2000 and Action Research: A Viable Plan for Teachers" (David T. Crowther, Norman G. Lederman, Bob Curtis, and John R. Cannon); (65) "Three Non-Western European Student Teachers' Conceptions of Teaching Science to Adolescent English Language Learners" (J. Richard Pomeroy); (66) "Calibrated Peer Review in General Education Undergraduate Human Physiology" (Nancy J. Pelaez); (67) "The Space Exploration Team Inquiry Model: Linking NASA to Urban Education Initiatives" (Richard E. Shope III and Lloyd Chapman); (68) "Improving University Science and Engineering Instruction--A Case Study of an Environmental Engineering Lab Course" (Valarie L. Akerson, Victor F. Medina, and Nina Wang); (69) "Creating an Integrated Elementary Teacher Education Program: The Response of Nine California State University Campuses" (Laura Henriques, Amy Cox-Peterson, Bonnie Brunkhorst, Herb Brunkhorst, Barbara Burke, Alan Colburn, Teresa Crawford, Barbara Gonzalez, Barbara Hawkins, Cheryl L. Mason, John McGowan, Hedy Moscovici, Kathy Norman, Nancy Pelaez, Donna L. Ross, Gerry Simila, Ed Walton, and Robert Yamashita); (70) "Technology: A Link to the Mountains and Beyond, Discourse Practices in a Web Course for Elementary Science Teachers" (Kathleen S. Davis); and (71) "The Impact of Constructivist Instructional Methods on Preservice Teachers' Attitudes toward Teaching and Learning Science (Helen L. Gibson, James Bernhard, Aaron Kropf, and Georgena A. Van Strat). (YDS) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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