Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Minneapolis, MN, January 8-11, 1998).

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)