and various other national and state documents call for teachers who possess science content knowledge, employ an inquiry approach in teaching, and engage in reflective practices. This paper describes a rationale for choosing particular recommendations to implement and how we incorporated those as we revised our elementary science education program. An analysis of the impact of the reformed inquiry-based content courses revealed that students who take more than one reformed content course improve their science content knowledge and efficacy towards teaching science significantly more than students who take fewer courses.

Although various governmental and professional organizations recommend that teachers use an inquiry-based approach to science education, most teachers do not use this pedagogy. Lack of content knowledge and/or insufficient skills in planning inquirybased lessons may contribute to teachers' reluctance to utilize this methodological approach. This study explores the relationship between science content knowledge and inquiry-based lesson planning ability. The authors found a significant positive relationship between content knowledge and the ability to create an inquiry-based science lesson. These data are of great interest since proficiency in lesson-planning is believed to contribute significantly to the ability to teach an inquiry-based lesson. U.S. Department of Education. (2003a). The facts about. .. science achievement.

We used four different methods to determine the best means of assessing over 200 preservice elementary teachers' growth in knowledge of models and their use in K-8 classrooms while participating in the Science Capstone course that focused on the unifying themes of models in science. Each assessment method probed a different aspect of models (from growth in scientific use to need for greater emphasis on the role and use of models) and each used a different method of gathering student responses (Likert-type responses to concept maps). We determined that growth in student knowledge was demonstrated by all instruments, but some instruments were more useful than others for determining preservice elementary teachers' prior knowledge as well as growth in knowledge of models necessary for K-8 teachers.KEY WORDS: knowledge of models, nature of models, preservice elementary teachers, scientific models, types of models

The goal of this study was to examine the two related links of research to teaching practice and teaching practice to research that pre-service elementary teachers made during an action research project focusing on a conceptual-change teaching experience with elementary school students. Data were collected from the final written reports from 144 groups of students. Analysis of the data by the process of grounded theory showed that the majority of students (96%) were able to link current educational research successfully to their teaching practice while fewer students (16%) were able to link their teaching practice back to the research base. Many students (30%), however, found new knowledge in the form of identifying new misconceptions or finding previously reported misconceptions with new populations or confirming prior research. Preliminary results (n=17) based on the changes to the course showed significant improvement.

We used the Thermal Concept Evaluation (TCE) published in this journal by Yeo and Zadnik1 in a capstone course for pre-service elementary teachers. The evaluation was given as a pre-test to identify misconceptions that were then addressed by student- and faculty-designed activities. The same instrument was given as a post-test and the normalized gain found to be 33.4%, showing that the pre-test/activity/post-test strategy was successful in improving students' knowledge of thermal concepts. In this paper we argue that the TCE could be improved to help differentiate lack of knowledge from misconceptions and to better identify the misconceptions that students hold.