We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which greater than 50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in…

This paper addresses the dilemmas encountered by two secondary science education instructors designing a course for preservice elementary teachers. Taking into consideration past experiences of teaching education and science courses in general and with preservice elementary teachers in particular and recommendations from state and national…