This paper presents results from a study aimed at helping preservice elementary and middle school teachers incorporate model-centered scientific inquiry into their science teaching practices. Specifically, the authors studied the effect of using a guided inquiry and modeling instructional framework (EIMA) and accompanying science methods instruction on preservice elementary teachers' science lesson design skills, scientific model use, and teaching orientations. Analysis of preservice teachers' pre -posttests, classroom artifacts, peer interviews, and lesson plans throughout the semester indicates that the framework successfully built on preservice teachers' prior instructional ideas, and that the majority of preservice teachers learned and used the framework in their lesson plans and teaching. Additionally, analysis of pre -posttest differences indicates an increase in posttest lesson plans that focused on engaging students in scientific inquiry using several kinds of models. Most importantly, the framework and accompanying instruction enabled two thirds of the class to move their teaching orientations away from discovery or didactic approaches toward reform-based approaches such as conceptual change, inquiry, and guided inquiry. Results from this study show that using instructional frameworks such as EIMA can enable preservice teachers to socially construct, synthesize, and apply their knowledge for enacting reform-oriented science teaching approaches such as model-centered scientific inquiry.

Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences,

Despite the ever-growing body of knowledge about human impact on the environment and the need to work towards a sustainable future, participation in environmental action initiatives among the general population remains low. There is an increasingly urgent need to develop a culture of participation among young people who in turn may become future leaders. This article describes a study that was undertaken to investigate pre-service teachers’ environmental knowledge, their willingness to participate in environmental initiatives, and their perceptions about environmental education in schools. The study participants were pre-service teachers between the ages of 19 and 22. Data were collected through online surveys, followed by focus group interviews where pre-service teachers were given the opportunity to expand and comment on the survey responses. Findings from this study are consistent with previous research on pre-service teacher literacy, attitudes, perceptions and participation. However, the pre-service teachers’ perceptions about the role of schools and adults in nurturing environmental awareness and active participation among youth provides educators with new insights for the development of a more comprehensive environmental education curriculum that focuses on integration of theory and action.

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There is a universal demand for well-prepared professionals in all disciplines, and society has entrusted professional schools with the task of preparing such individuals (Ralph, Walker, and Wimmer, 2008). Within this context, field or clinical instructors and university faculty have an academic and professional responsibility to teach, supervise, and evaluate students’ field or clinical experience to ensure that each graduate of their program is competent. However, there is evidence that some instructors and university faculty experience difficulty in identifying and making decisions to fail students who display incompetent or unsatisfactory practice (Bogo, Regehr, Power, and Regehr, 2007; Brown, Neudorf, Poitras, and Rodgers, 2007; Hawe, 2003). A qualitative descriptive design was used to explore the issue of “failure to fail” in professional programs including Nursing, Education, and Social Work. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and field instructors/preceptors/ faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving the quality of field or clinical experiences and support for students and field instructors/preceptors and will thus improve the quality of our programs and graduates are presented.