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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)

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)

Papers from the proceedings of the 2000 Annual Meeting of the Association for the Education of Teachers in Science (AETS) include: (1) "A Quantitative Examination of Teacher Self Efficacy and Knowledge of the Anture of Science" (Chun, Sajin and Oliver, J. Steve); (2) "Investigating Preservice Elementary Teachers' Self-Efficacy Relative to Self Image as a Science Teacher" (Finson, Kevin D.); (3) "Development of a Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers" (Ritter, Jennifer M. and Rubba, Peter A.); (4) "Math Connections: Science and Engineering Applications in an Elementary Classroom" (Kelso, Robyn and Akerson, Valarie L.); (5) "Service Learning at Inventure Place: A Creative Model" (Broadway, Francis, S. and Clark-Thomas, Beth A.); (6) "Preparing Teachers as Reformers" (Trumbull, Deborah J.); (7) "A Theoretical Framework for Examining Peer Collaboration in Preservice Teacher Education" (Anderson, Christopher); (8) "Professional Development: What is Working in the State of Nevada" (Crowther, David T. and Cannon, John R.); (9) "Young Children's Interpretations of Aerial Views as it Relates to Their Ability to Understand the Earth as Spherical" (Hawkins, Barbara); (10) "Gleanings from Identical Twins Studying Science" (Mascazine, John R.); (11) "A Collaborative Effort between Education and Science Faculty to Improve the Education of Prospective Public School Teachers" (De Caprariis, Pascal; Barman, Charles R.; and Magee, Paula A.); (12) "How Middle Childhood In-service Teachers View the"Scientific Method"" (Weinburgh, Molly); (13) "Intracampus and Intercampus Collaborations: Lessons Learned" (Henriques, Laura and Hawkins, Barbara); (14) "M.A.T. Interns' Views of Scientists" (Carnes, G. Nathan); (15) "The Culture of Traditional Preservice Elementary Science Methods Students Compared to the Culture of Science: A Dilemma for Teacher Educators" (Spector, Barbara S. and Strong, Paschal N.); (16) "The National Science Teaching Standards as the Basis for Portfolio Assessment" (Moseley, Christine); (17) "Using Web-Based Portfolios to Support Elementary Science Teacher Learning" (Zembal-Saul, Carla; Boardman, Leigh Ann; and Dana, Tom); (18) "Assessing Elementary Science Teaching in a Performance Setting" (Guy, Mark D. and Wilcox, Jackie); (19) "Improving Preservice Elementary Teachers' Conceptions of the Nature of Science Using a Conceptual Change Teaching Approach" (Akerson, Valarie L. and Abd-El-Khalick, Fouad); (20) "Improving Elementary Teachers' Conceptions of Nature of Science in the Context of a Science Content Course" (Abd-El-Khalick, Fouad); (21) "Project T.E.A.M.S. (Teacher Education at Akron for Mathematics and Science)" (Owens, Katharine D.; Broadway, Francis S.; and Griffin, C. Frank); (22) "Science Teacher Beliefs: Toward an Understanding of State Science Exams and Their Influence on Teacher Beliefs" (Veronesi, Peter and Van Voorst, Conrad); (23) "A Collaboration between Scientists and a Science Educator Developing Web-Based Curricular Activities" (Bodzin, Alec M.; Wilson, Ellen; and Hug, Barbara); (24) "Inter-Institutional Efforts to Develop a Web Based STS Course" (Spector, Barbara S.; Burkett, Ruth; Barnes, Marianne; and Johnson, Judith); (25) "What We Know about Our Future Math and Science Teachers" (Morrell, Patricia D.); (26) "Consideration of an Alternative Dissertation Format" (Gerber, Brian L.); (27) "The Nature of Science in Decision-Making: Lead Role, Supporting Character, or Out of the Picture?" (Bell, Randy L. and Lederman, Norman G.); (28) "Designing Video-Based Science Content Instruction for Elementary Teachers" (Abell, Sandra; Finkelstein, Nancy; Flick, Larry; Greenwood, Anita; and Wainwright, Camille); (29) "Science Education in an Urban Elementary School: Case Studies of Teacher Beliefs, Classroom Practices, and Staff Development" (King, Kenneth; Shumow, Lee; and Lietz, Stephanie); (30) "Shifting toward Inquiry Science Teaching: The Story of Secondary Science Teachers Working on Emergency Permits" (Moscovici, Hedy); (31) "Technology Advancing a Continuous Community of Learners (TACCOL)" Harry, Vicki D. and Carbone, R. Elaine); (32) "Globe Citizen Scientists with a Satellite Connection" (Bombaugh, Ruth); (33) "Enhancing Science Education Preservice and Inservice Teacher Professional Development Using Globe Environmental Science Curricula" (Ramey, Linda K. and Tomlin, James); (34) "Pre-service Secondary Science Teachers' Concerns Regarding Use of Calculator-Based Laboratory Scientific Probeware" (Wetzel, David R. and Varrella, Gary F.); (35) "Preservice Science Teachers and Internet Telecommunications Tools: Issues to Consider" (Bodzin, Alec M.); (36) "The 10th Anniversary of a Successful Elementary Science Teacher Preparation Program" (Lee, Cherin A.; Krapfl, Lisa; and Steffen, Angela); (37) "Electronic Concept Mapping as a Professional Development Focus for Health Sciences and Technology Academy (HSTA) Teacher-Participants" (Rye, James A.); (38) "Modeling Behaviors for Young Scientists: Video Technology as a Tool for Modeling Inquiry Skills" (King, Kenneth P. and Thompson, Thomas E.); (39) "Connecting Science, Social Studies, and Language Arts: An Interdisciplinary Approach" (Akins, Amy and Akerson, Valarie); (40) "Distance Education for Newbies" (Lennex, Lesia C.); and (41) "Preparing to Teach: Building an Epistemology Based on Practice and Theory" (Varrella, Gary F. and Veronesi, Peter). (YDS/NB)

This proceedings contains a copy of the conference program and more than 75 papers and presentation summaries from the meeting, placed in order by conference session. Paper topics include science assessment issues; science for special needs students; science teachers' self-efficacy; teaching science to at-risk students; online inquiry instructional systems; strategies for equity in science education; teacher-researcher collaboration strategies; the nature of science; national science standards; portfolio development; teacher professional development; school-professional partnerships; learning theories; problem-based learning; student attitudes toward science; science, technology and society; elementary and secondary science teacher preparation; integrated approaches to curriculum; scheduling effects on science learning; constructivism; strategies for technology integration; writing-to-learn science; action research; distance education; preservice teachers' science knowledge; science teacher preparation in foreign countries; family science activities; multicultural science; student-centered science; and virtual field trips. (WRM)

The 40 papers from this international conference addressed the major theme of facilitating science literacy for all teachers and students. Papers include the following: (1) "Confronting the Gender Gap in Science and Mathematics: The Sisters in Science Program" (P. Hammrich); (2) Teaching Instructional Materials for Science Educators with a CD-ROM and a World Wide Web Support Network (A. Bodzin, J. Park, L. Grable); (3) Integrated Science and Math for Junior High Teacher Preparation: Staff Development as a Continual Process (B. Baird, S. McClary); (4) Constructivist Assessment Practices (R. Harris Freedman); (5) Influence of Modeling Constructivist Learning Environments on Preservice and Inservice Teachers (L. Richardson, P. Simmons, M. Dantonio, M. Clough); (6) Mentoring Future Mentors: The Preparation of Science Teacher Educators (J. Craven III); (7) What the Science Standards Say: Implications for Teacher Education (P. Hammrich); (8) Student and Teacher Conceptions about Astronomy: Influences on Changes in Their Ideas (V. Dickinson, L. Flick, N. Lederman); (9) Literacy through the Learning Cycle (E. Marek, B. Gerber, A. Cavallo); (10) Laboratory Skills and Competencies for Secondary Science Teachers (G. Saunders, C. Dawson, B. Tripp, T. Pentecost, M. Chaloupka, J. Saunders); (11) Maximizing the Impact of Your Inservice: Designing the Inservice and Selecting Participants (L. Henriques); (12) Science, Parents, Activities, and Literature: Overview, Results, and Reflections (J. Shymansky, L. Yore, J. Dunkhase, B. Hand); (13) Students' Perceptions of Science Teaching and Attitudes toward Science Learning and Teachers' Self-Report of Using Children's Ideas, Applications of Science, and Use of Print Resources as Indicators of Interactive-Constructivist Teaching in Elementary Schools (L. Yore, J. Shymansky, L. Henriques, B. Hand, J. Dunkhase, J. Lewis); (14) Teaching through Inquiry: A Novice Teacher's Authority of Experience (B. Crawford); (15) Less Talk, More Action, for Multicultural Science Education (J. Weld); (16) Integrating Field Experience and Classroom Discussions: Vignettes as Vehicles for Reflection (M. Volkmann); (17) Developing and Acting Upon One's Conception of the Nature of Science: A Follow-Up Study (F. Abd-El-Khalick, N. Lederman, R. Bell); (18) The Impact of Training and Induction Activities upon Mentors as Indicated through Measurement of Mentor Self-Efficacy (I. Riggs); (19) Measuring the Self-Efficacy of Upper Elementary and Middle School Teachers: Implications for Outreach (W. Boone, V. Chase); (20) Innovative Science Education Grant: From Recruitment, through Preservice, into Entry-Level Service (M. Neathery, R. Bryant, D. Dill); (21) Good versus Bad Culturally Relevant Science: Avoiding the Pitfalls (C. Loving, B. Ortiz de Montellano); (22) The Classroom as a Stage for Examining Gender Microinequities (C. Wick); (23) Museum & Methods Collaboration: Understanding Science Teaching via Distance Learning Technology (T. Barshinger); (24) Teaching Practices That Provide Cognitive Scaffolding for Classroom Inquiry (L. Flick); (25) The Ideal Advisor: Graduate Science Students' Perspective (M. Ferreira); (26) Modifying Hands-On Science Lessons for Students with Special Needs: A Model of Collaboration (L. Houtz, S. Watson); (27) Pushing the Comfort Zone: Confronting the Perceptions of Teaching and Classroom Culture (M. Fetters); (28) Teaching about Classroom Management in a Constructivist Methods Class Environment (R. Vellom); (29) Mezirow's Theory of Transformative Learning with Implications for Science Teacher Educators (W. DiBiase); (30) Using a Web Site in an Elementary Science Methods Class: Are We Opening a Pandora's Box? (S. Lewis, G. O'Brien); (31) A Project Designed To Engage K-8 Preservice and Inservice Teachers in Classroom Inquiry (C. Barman); (32) Stimulating Professional Growth of Teachers through Action Research (F. Shaka); (33) Using the Science Misconceptions Research To Address Science Teaching Misconceptions (S. Weber); (34) Shifting from Activity Mania To Inquiry Science--What Do We (Science Educators) Need To Do? (H. Moscovici); (35) How Much is Enough? Preparing Elementary Science Teachers through Science Practica (D. Crowther and J. Cannon); (36) Using Negotiated Criteria and Peer-Evaluation in Undergraduate Elementary School Science Education Programs (L. Yore); (37) Extending Our Networking and Professional Development as Science Teacher Educators and Researchers: A Forum by and for Graduate Students (K. Wieseman, B. Rascoe, H. Wang, A. Kemp, L. Bryan, and V. Dickinson); (38) Gender, Ethnicity, and Grade level as Predictors of Middle School Students' Attitudes toward Science (M. Weinburgh); (39) Preparing "Professional" Science Teachers: Critical Goals (P. Dass); (40) Acids & Bases Curriculum Unit: An Inquiry-Based Context for Teaching the Particulate nature of Matter and Changes in Matter (S. Erduran, R. Duschl). (DDR/NB)

This proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science (AETS) includes a copy of the conference program and 43 papers and presentation summaries from the meeting, placed in order by conference session. Among the topics of the papers include are: reading-to-learn and writing-to-learn science activities, views and actions taken on global atmospheric change issues, disciplinary knowledge of science teachers, student teachers and curriculum reform, elementary education majors in an alternative content biology course, translating reform efforts to classroom practices, values and dissection, preservice science teachers self-efficacy, professional development for secondary science teachers, infusion of Native American culture, policy issues in Florida science teachers, constructivist learning environments, teacher preparation, nature of science, children's literature, video case studies in pre-service science teacher education, teacher research experience, the National Space Grant College and Fellowship, informal learning assay, collaboration in the classroom, cultural barriers for Hispanics and American Indians, women in science, elementary teachers' conceptions of science pedagogy, the Urban Systemic Initiative, gender differences in student attitudes, textbook analyses, science education partnerships in undergraduate science instruction, conceptual change, teacher education, visual learning logs, constructivist teaching practices, fifth-grade students perceptions about scientists, science education for students with disabilities, domestic violence, professional development, teaching teachers to teach through Technology and Invention in Elementary Schools (TIES), mentoring, alternative assessment, performance assessment, reform projects, and nature of scientific knowledge. (JRH)

These conference proceedings include papers presented and summaries of presentations made at the 1996 Annual International Conference of the Association for the Education of Teachers in Science (AETS). Topics include: English-as-a-Second Language (ESL) Strategies in science methods courses; writing strategies; action research and equity issues; the Investigating the Universe Project; knowledge structures of teachers; embedded practicums; Science, Technology, and Society investigations; student and teacher questions; combining demonstration classrooms and inservice; preparation and evaluation of videocases; inclusion in the science classroom; using open-ended questions; using children's ideas and literature; the role of technology; using e-mail partners; Internet Exchange Project; professional development schools; self-evaluation of the implementation of the learning cycle; integration and use of technology; Project Prism; complex instruction; promoting primary science; interdisciplinary math and science; Project Simulate; Project Pride; coaching reflective practice; assessing change in teachers' knowledge; collaborative teaching; engineering physics; incorporating computer spreadsheets into the Robert Karplus Learning Cycle; meeting the needs of Hispanic learners; further validation of the Constructivist Learning Environment Survey; case studies of new teachers; science teachers' attitudes towards their presentation of inservice workshops; partnerships; science-fiction stories; teaching science methods in a language arts method course; college level science courses; model for elementary science inservice; learning inquiry-oriented science; rubric for scoring concept maps; analyzing the effect teachers have on their students' perceptions of and attitudes toward science; vee diagramming; traditional classroom assessment; and exploring traditional ecological knowledge. (JRH)

The purpose of this study was to determine if elementary teachers' attitudes toward science and science education would become more positive if: (1) they participated in a four-week workshop on new science curricula; (2) the training they received was directed toward Elementary Science Study (ESS), Science Curriculum Improvement Study (SCIS), or Science - A Process Approach (SAPA); and (3) they served as model science teachers for preservice teachers who observed and taught in their classrooms. Thirty-six teachers who attended a four-week workshop on the new science curricula participated in the study. Twenty teachers were selected as model teachers on the basis of proximity of their schools to the university. Pre-service teachers were placed in 11 teachers' classrooms. Statistical analyses showed: (1) a significant positive change in attitude toward teaching science but not toward science as a result of the workshop; (2) no significant differences for the type of training received nor for the type of model teacher the workshop participant would become; and (3) for the pre-service teachers, no significant changes in attitude toward science or science teaching after observing the model teachers. (Author/MH)