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Research on science teaching in the elementary schooI indicates that science is often taught "'little and poorly" by teachers who lack confidence in their subject matter. The purposes of this study of prospective teachers were to (1) examine the effect of elementary, high school, and college science experiences as well as informal science (play, museums, and hobbies) on interest in science and confidence in teaching science and (2) determine the effect oran inquiry-based science methods course on interest and confidence. The subjects were three groups of students in ah initial certification master's program who were studied during a)~~eld-based science methods course. Their own experience with science when they were in elementary school, followed by informal experiences and high school experience, predicted initial interest in science. Elementa~ school experience, followed by the number of science courses taken in college, predicted initial confidence. The inquiry based science methods course increased both interest and confidence.

Violence in schools and its prevention have become focal points for research, practice, and policy. This study investigated the effectiveness of the Second Step violence prevention curriculum on all fourth and fifth grade students (N = 455) in one small urban school district. Scores on tests measuring knowledge of the curriculum increased significantly. Significant positive changes were also found for Behavior Assessment System for Children items reflecting student use of problem solving as well as report card items indicating respectful and cooperative behavior. Qualitative data from interviews with students provided in depth information about treatment acceptability and types of behavioral changes observed. Student interviews support the conclusion that the quantitative pre-post changes were directly connected to key components of the violence prevention curriculum. Implications for future research and practice are considered. EDITORS' STRATEGIC IMPLICATIONS: The authors present quantitative and qualitative data to suggest that a cognitive problem solving model represents a promising practice for school violence prevention efforts with urban, elementary school children. Longitudinal, experimental research will be necessary to draw any stronger conclusions.

Of great importance for achieving science education reform may be teachers' interest in science and enjoyment of science. This study explores the motivational qualities (rated for interest, fun, and learning value) of different levels of inquiry of hands‐on class activities. The participants, 53 preservice teachers in two sections of a science methods course, rated the activities at the end of each class. At the end of the course, these activities were categorized by level of inquiry (levels 0–3), with 30% rated as level 0 (no inquiry), 40% as level 1, 22% as level 2, and 8% as level 3, according to how much choice was given for posing questions and designing investigations. Ratings of each hands‐on activity indicated that participants perceived activities of higher levels of inquiry to be more fun and more interesting. They also perceived that they had learned more. These findings suggest that course instructors should determine level of inquiry when planning course activities, and degree of participant input into course activities may be important in the development of interest in science. A focus on hands‐on learning especially at higher levels of inquiry may serve both to capture the interest of teachers and to model how they can make science more authentic and engaging for children.

Research on conceptual change indicates that not only children, but also teachers have incomplete understanding or misconceptions on science concepts. This mixed methods study was concerned with in-service teachers' understanding of four earth and space science concepts taught in elementary school: reason for seasons, phases of the moon, rock cycle, and earthquakes. The participants were 29 second year graduate students in an Urban Master Program at a southeastern American university. The data sources were: an open-ended survey given before and after participation in six hands-on learning stations on earth science concepts and teacher reflections in dialogue journals while participating in the stations. Rubrics were used to score answers to each survey question. Findings indicate that in-service teachers have low conceptual understanding of the earth and space science concepts taught in elementary school. Secondly, paired samples t-tests results showed that participation in hands-on stations on these science concepts changed teachers' understandings of these topics. Finally, dialogue journals contained useful positive reflections, negative reflections, suggestions, and comments on preference to teach the activities in the future. This study has implications for teacher preparation programs, staff development, and conceptual change practices at elementary schools.