Models and modelling play a critical role in science education to engage students more fully in science practices. Few studies have investigated the nature of models and modelling in integrated STEM teacher education. This study examines pre-service science teachers' (PSTs) understanding of the nature of models and modelling in a STEM methods…

This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field…

This paper addresses the question of how to develop prospective teachers' pedagogical content knowledge (PCK) in science teacher education. The main focus is on the knowledge transformation process and on the cognitive strategies used to shift prospective teachers' explanations within the domain of modelling thermal physical phenomena. This study…

Uses concept-map content analysis and interviews to gain insights into the knowledge organization and knowledge processing of preservice teachers (N=48). Concludes that active cognitive processing of knowledge is related to complex cognitive structures. Contains 29 references. (DDR)

Reports on the use of a HyperCard-based tool by preservice teachers to create and modify concept maps about science- related subject matter. Data gathered from interviews, journals, and concept maps indicate that the concept-mapping tool was easy to use and allowed teachers to organize their cognitive frameworks into more powerful integrated…

Investigates student teachers' understanding of science and their ability to learn what was needed when it was required for teaching purposes. Findings indicate that half the students were able to prepare themselves adequately through independent research with guidance although their initial background knowledge of science was weak. Discusses…

Uses case studies to explore the pedagogical reasoning ability of second-year preservice primary teachers. Reports that the framework provided in a problem-based science education course enabled the teachers to refine their reasoning ability and to integrate their science knowledge, curriculum knowledge, and knowledge of learners. (Author/JRH)

This paper tests the utility of a new sociocognitive frame for analysing the development of teachers' knowledge--the knowledge integration perspective (Linn, Eylon, & Davis, in press; Linn & Hsi, 2000). In doing so, the paper describes one prospective elementary teacher's developing knowledge and highlights its complexity. The prospective teacher…

There is movement in Australia towards requiring an initial degree for entry into teacher education programs in hopes of improving science teaching in primary schools. Upon entry into preservice education degree programs, Australian and Canadian student teachers were interviewed to determine whether first degrees influenced perceptions about…