In this article we studied how community educators' designed for equity in an after school science program. Building from discussions of equity in out-of-school-time (OST) science, this case study offers insight into the role of pedagogy in organizing for dignity and belonging in an after school program. This case study focused on the practices of…

Few, if any, studies have examined the impact of nature of science (NOS) instruction on science teachers' practices 2 or more years after completing a science teacher education program. Extant studies on preservice and first-year teachers' NOS teaching practices have had disappointing results, with few teachers valuing NOS as a cognitive objective…

Presents a model science teacher education program developed from a consideration of exemplary science teacher characteristics. Advocates an increased emphasis on clinical experiences at a variety of levels. (GS)

Describes cost effective teacher institute programs developed at the University of Houston-Clear Lake, focusing on components of the Shared Local Resources Model (primary source speakers, curriculum implementation, field trips, and curriculum development teams). Evaluation of institutes indicates that they have been successful. (JN)

Compares elementary school science curricula in Japan, Thailand, the Republic of Korea and the Philippines. Tables summarize data for some of these countries concerning general characteristics of the curricular design, general objectives of elementary and secondary science curricula, teaching units covered, and hierarchy of process skills. (CS)

Describes a feasibility study in which pre-school deaf children were taught some science concepts to help increase their language development. Some evaluation data are reported. (AL)

Indicates that Master's degree programs have remained rather stable during the 1960-80 period. Over one-half the course requirements in these programs are in science content areas. Courses in science education comprise under a quarter of courses in programs, followed in importance by general courses in curriculum/instruction. (Author/JN)

Presents developments in the teaching of earth science in Venezuela, Brazil, Uruguay, Argentina, Bolivia, and Colombia. (GS)

Described is a model for preservice training of science teachers designed to help these individuals overcome some of the problems of "reality shock" encountered during the first year of teaching. The study provides an objective measure of the perceptual and behavioral changes that a first year science teacher undergoes and presents a discussion of…

Described and discussed is a pilot program aimed at making some college students qualified teachers of physics and chemistry at the high school level. The program was developed by the Physical Science Group, then a part of the Education Development Center at Newton, Massachusetts, but it was piloted at Rhode Island College, Southwest Minnesota…

Discusses present trends in preparation of college teachers, especially the non-research training activities in graduate programs. Indicates that the 1972 National Science Foundation announcement about the development of the Advanced Science Education Program can serve as an aid in meeting the challenge facing the scientific community. (CC)

Presented is an attempt (1) to provide operational definitions of the learning objectives that have been clarified through firsthand experience with students in the physical science course for preservice elementary teachers at the University of Washington, Seattle, and (2) to identify some of the problems of intellectual development that have been…

The major purpose of this article is to elaborate on some of the philosophical, psychological, and evaluational questions that arise in an intentionally humanistic venture such as the preservice elementary program at the University of Florida, Gainesville. (PEB)