The development of teacher education programs to better prepare elementary teachers requires an empirical base in which to anchor meaningful change. The research reported herein makes just such an effort. Preservice teachers' mathematics and science knowledge was measured as were their beliefs regarding instruction in these content areas. The results suggest that an increase in the number of college credit hours in science and mathematics content is less likely to effect necessary change than alteration of the methods and curriculum materials.
Using survey data, poor, minority, inner-city elementary students were compared with White, affluent children regarding science information, science experiences, and personal preferences concerning science education. The students' perceptions of scientists, levels of disciplinary knowledge, sources of science information, voluntary science-related activities, and desired amounts of school science instruction were also investigated. The results, contrary to common expectations, indicated several areas where the two groups did not differ. The level of science knowledge was found to be higher among the White, affluent group. However, attitudes toward science were more positive, the current amount of instructional time devoted to science was greater, and a desire for more science instruction was evidenced among the inner-city, minority students.
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