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Papers from the proceedings of the 2000 Annual Meeting of the Association for the Education of Teachers in Science (AETS) include: (1) "A Quantitative Examination of Teacher Self Efficacy and Knowledge of the Anture of Science" (Chun, Sajin and Oliver, J. Steve); (2) "Investigating Preservice Elementary Teachers' Self-Efficacy Relative to Self Image as a Science Teacher" (Finson, Kevin D.); (3) "Development of a Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers" (Ritter, Jennifer M. and Rubba, Peter A.); (4) "Math Connections: Science and Engineering Applications in an Elementary Classroom" (Kelso, Robyn and Akerson, Valarie L.); (5) "Service Learning at Inventure Place: A Creative Model" (Broadway, Francis, S. and Clark-Thomas, Beth A.); (6) "Preparing Teachers as Reformers" (Trumbull, Deborah J.); (7) "A Theoretical Framework for Examining Peer Collaboration in Preservice Teacher Education" (Anderson, Christopher); (8) "Professional Development: What is Working in the State of Nevada" (Crowther, David T. and Cannon, John R.); (9) "Young Children's Interpretations of Aerial Views as it Relates to Their Ability to Understand the Earth as Spherical" (Hawkins, Barbara); (10) "Gleanings from Identical Twins Studying Science" (Mascazine, John R.); (11) "A Collaborative Effort between Education and Science Faculty to Improve the Education of Prospective Public School Teachers" (De Caprariis, Pascal; Barman, Charles R.; and Magee, Paula A.); (12) "How Middle Childhood In-service Teachers View the"Scientific Method"" (Weinburgh, Molly); (13) "Intracampus and Intercampus Collaborations: Lessons Learned" (Henriques, Laura and Hawkins, Barbara); (14) "M.A.T. Interns' Views of Scientists" (Carnes, G. Nathan); (15) "The Culture of Traditional Preservice Elementary Science Methods Students Compared to the Culture of Science: A Dilemma for Teacher Educators" (Spector, Barbara S. and Strong, Paschal N.); (16) "The National Science Teaching Standards as the Basis for Portfolio Assessment" (Moseley, Christine); (17) "Using Web-Based Portfolios to Support Elementary Science Teacher Learning" (Zembal-Saul, Carla; Boardman, Leigh Ann; and Dana, Tom); (18) "Assessing Elementary Science Teaching in a Performance Setting" (Guy, Mark D. and Wilcox, Jackie); (19) "Improving Preservice Elementary Teachers' Conceptions of the Nature of Science Using a Conceptual Change Teaching Approach" (Akerson, Valarie L. and Abd-El-Khalick, Fouad); (20) "Improving Elementary Teachers' Conceptions of Nature of Science in the Context of a Science Content Course" (Abd-El-Khalick, Fouad); (21) "Project T.E.A.M.S. (Teacher Education at Akron for Mathematics and Science)" (Owens, Katharine D.; Broadway, Francis S.; and Griffin, C. Frank); (22) "Science Teacher Beliefs: Toward an Understanding of State Science Exams and Their Influence on Teacher Beliefs" (Veronesi, Peter and Van Voorst, Conrad); (23) "A Collaboration between Scientists and a Science Educator Developing Web-Based Curricular Activities" (Bodzin, Alec M.; Wilson, Ellen; and Hug, Barbara); (24) "Inter-Institutional Efforts to Develop a Web Based STS Course" (Spector, Barbara S.; Burkett, Ruth; Barnes, Marianne; and Johnson, Judith); (25) "What We Know about Our Future Math and Science Teachers" (Morrell, Patricia D.); (26) "Consideration of an Alternative Dissertation Format" (Gerber, Brian L.); (27) "The Nature of Science in Decision-Making: Lead Role, Supporting Character, or Out of the Picture?" (Bell, Randy L. and Lederman, Norman G.); (28) "Designing Video-Based Science Content Instruction for Elementary Teachers" (Abell, Sandra; Finkelstein, Nancy; Flick, Larry; Greenwood, Anita; and Wainwright, Camille); (29) "Science Education in an Urban Elementary School: Case Studies of Teacher Beliefs, Classroom Practices, and Staff Development" (King, Kenneth; Shumow, Lee; and Lietz, Stephanie); (30) "Shifting toward Inquiry Science Teaching: The Story of Secondary Science Teachers Working on Emergency Permits" (Moscovici, Hedy); (31) "Technology Advancing a Continuous Community of Learners (TACCOL)" Harry, Vicki D. and Carbone, R. Elaine); (32) "Globe Citizen Scientists with a Satellite Connection" (Bombaugh, Ruth); (33) "Enhancing Science Education Preservice and Inservice Teacher Professional Development Using Globe Environmental Science Curricula" (Ramey, Linda K. and Tomlin, James); (34) "Pre-service Secondary Science Teachers' Concerns Regarding Use of Calculator-Based Laboratory Scientific Probeware" (Wetzel, David R. and Varrella, Gary F.); (35) "Preservice Science Teachers and Internet Telecommunications Tools: Issues to Consider" (Bodzin, Alec M.); (36) "The 10th Anniversary of a Successful Elementary Science Teacher Preparation Program" (Lee, Cherin A.; Krapfl, Lisa; and Steffen, Angela); (37) "Electronic Concept Mapping as a Professional Development Focus for Health Sciences and Technology Academy (HSTA) Teacher-Participants" (Rye, James A.); (38) "Modeling Behaviors for Young Scientists: Video Technology as a Tool for Modeling Inquiry Skills" (King, Kenneth P. and Thompson, Thomas E.); (39) "Connecting Science, Social Studies, and Language Arts: An Interdisciplinary Approach" (Akins, Amy and Akerson, Valarie); (40) "Distance Education for Newbies" (Lennex, Lesia C.); and (41) "Preparing to Teach: Building an Epistemology Based on Practice and Theory" (Varrella, Gary F. and Veronesi, Peter). (YDS/NB)

This proceedings contains a copy of the conference program and more than 75 papers and presentation summaries from the meeting, placed in order by conference session. Paper topics include science assessment issues; science for special needs students; science teachers' self-efficacy; teaching science to at-risk students; online inquiry instructional systems; strategies for equity in science education; teacher-researcher collaboration strategies; the nature of science; national science standards; portfolio development; teacher professional development; school-professional partnerships; learning theories; problem-based learning; student attitudes toward science; science, technology and society; elementary and secondary science teacher preparation; integrated approaches to curriculum; scheduling effects on science learning; constructivism; strategies for technology integration; writing-to-learn science; action research; distance education; preservice teachers' science knowledge; science teacher preparation in foreign countries; family science activities; multicultural science; student-centered science; and virtual field trips. (WRM)

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)

The purpose of this study was to determine if elementary teachers' attitudes toward science and science education would become more positive if: (1) they participated in a four-week workshop on new science curricula; (2) the training they received was directed toward Elementary Science Study (ESS), Science Curriculum Improvement Study (SCIS), or Science - A Process Approach (SAPA); and (3) they served as model science teachers for preservice teachers who observed and taught in their classrooms. Thirty-six teachers who attended a four-week workshop on the new science curricula participated in the study. Twenty teachers were selected as model teachers on the basis of proximity of their schools to the university. Pre-service teachers were placed in 11 teachers' classrooms. Statistical analyses showed: (1) a significant positive change in attitude toward teaching science but not toward science as a result of the workshop; (2) no significant differences for the type of training received nor for the type of model teacher the workshop participant would become; and (3) for the pre-service teachers, no significant changes in attitude toward science or science teaching after observing the model teachers. (Author/MH)