The University of Minnesota will develop and evaluate a model for upgrading the preparation of prospective elementary teachers in science and science teaching in the State of Minnesota. Six pairs of faculty, one physical scientist, and one science educator, from Minnesota colleges will cooperate in a nine week workshop. They will examine theories of conceptual change, develop and teach a three week workshop for lead elementary school teachers from public and private schools near their home institutions, and develop plans for improving their own physical science and science methods courses. The workshop will provide the opportunity for faculty to change their own conceptions of teaching science as they put new ideas into practice. It will also produce a set of practicing elementary school teachers who espouse the same philosophy who will be able to support preservice teachers during field experiences and student teaching. During the following two years, the faculty pairs will assist their local lead teachers in implementing changes in their own districts. Similarly, they will be assisted by the project staff and each other as they plan and implement new courses in science and science methods for preservice teachers. The efforts of the faculty pairs will be studied during a comprehensive evaluation that will reveal the strengths and weaknesses of the model. This project should improve the teacher preparation programs of six colleges and at the University of Minnesota. In addition, it will influence how science is taught in elementary schools in the districts in which the colleges are located. The total cost sharing for the project from school districts and from the University of Minnesota is $228,590 or 31.5% of the total project cost.
