Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge

This was a descriptive study of preservice elementary teachers' understandi ngs of and approaches to inclusive science teaching. This study was situate d in an elementary science methods course that used a variety of teaching m ethods to focus on issues related to inclusive science teaching. Data sourc es included student written work and audiotapes of classroom discussions re lated to inclusion. Through our interpretive analysis we identified the pre service teachers' positivist views of knowledge, learning, and teaching as one of the most prominent tools through which they understood and reacted t o ideas of teaching science to diverse student populations. The impact of t his view on preservice teachers' interpretations of science teaching method s presented in the course as well as on their own teaching efforts is descr ibed. Finally, suggestions of how to help preservice elementary teachers re cognize anti build upon student diversity through science instruction are d iscussed. (C) 1999 John Wiley & Sons, Inc.