Current reform documents in mathematics education recommend that teachers help students develop both conceptual and procedural understandings; however, teachers often do not possess the in-depth mathematical reasoning abilities necessary to accomplish this goal. Describes one way in which preservice teachers can come to better understand the…

Examines the significance of pedagogical studies for the professional self-image as exemplified by studies leading to a degree in education. Surveys students' prospective conceptions about future professional activities, and teachers' retrospections on the significance of their studies for their professional practice. (DSK)

A greater role for the history and philosophy of science in science education can only be realized if it is based on both a credible analytical approach--such as that of Lakatos--and if the evolution of a sufficient number of major themes in science is known in suitable detail. Considers chemical kinetics as an example topic. Contains 62…

Reports on a study of alternative conceptions held by junior high-level secondary science teachers enrolled in an inservice teacher-training program. Finds that science teachers are inadequately prepared to teach a broad and balanced science curriculum. Contains 34 references. (Author/WRM)

Describes tools for authoring all aspects of a knowledge-based tutor system: domain model, teaching strategies, student model, and learning environment. Discusses a number of design issues and design tradeoffs that are involved in building intelligent tutoring systems (ITS). (Author/CCM)

Assesses preservice and inservice reading teachers' literature knowledge and their skill in analyzing literature for middle/upper grades. Indicates that half of undergraduates knew only half of the literary terms and were unable to analyze either the story or poem adequately. Notes that graduate students fared better. Concludes teachers may have…

Explores how children's ideas in science affect elementary science instruction by investigating whether and how three primary teachers recognize and react to student ideas. Finds that the experienced teacher with the highest level of content knowledge had the largest repertoire for eliciting and addressing student ideas, and the intern teacher's…

Argues for using "conflict maps" as a way of enhancing science teaching and learning. The conflict map emphasizes not only the use of discrepant events, but also the resolution of conflict between students' alternative conceptions and the scientific conception. Discusses the conflict map as an instructional aid for teachers or as a…

Announces the intention of the Association for Science Education (ASE) to assemble, record, and disseminate science teachers' professional knowledge and skills about science teaching in celebration of the organization's centenary in 2001. (WRM)

Summarizes the events that took place at the Primary Science Seminar held by the Science Teachers' Association of Western Australia (STAWA). Features instructions for seven time-related activities taught at the seminar including Sundials, Water Clock, Sand Timer, Pendulum, Tornado Timer, Marble Timer, and A Matter of Timing. (WRM)

Many teachers are not adequately prepared in the subject matter they will be teaching. The paper discusses how teachers' colleges once prepared teachers by integrating subject matter and pedagogy. It suggests ways to construct powerful, holistic undergraduate courses of study for math majors who are planning to teach, noting that the plan could be…

Reviews various models and interpretations of mentoring, highlighting the explication of mentor teachers' practical knowledge as a contribution to student teachers' learning to teach. Relates research on mentoring to research on teacher knowledge. Opportunities for eliciting mentor teachers' practical knowledge are noted, and preconditions for…

Presents the position statement of the Association for the Education of Teachers in Science (AETS) on knowledge standards for science teacher educators. Defines who should be considered as science teacher educators and lists a set of six guidelines related to knowledge standards. (DDR)

Reports on an effort to improve articulation between science and education at Temple University. Describes the implementation of the cooperative controversy strategy into elementary science methods courses. Contains 26 references. (DDR)

Introduces a series of papers on new developments in science and mathematics teacher education in Europe, explaining teacher thinking and conceptual change as related to science and mathematics teacher education. The papers emphasize existing conceptions held by student teachers, preservice courses that include the development of student content…