In many science classrooms in the United. States, the practices that science education research shows to be most effective are fundamentally disconnected from those practices typically used by most teachers (1). For the past 15 years, reform documents have recognized the importance of teaching science using inquiry and other hands-on, discovery techniques, yet the courses offered by most science education programs are not taught in a manner consistent with these recommendations (2). Unfortunately, it is all too true that most of us teach in the same way that we were taught ourselves; therefore, the pedagogy traditionally typical of science education is passed on to the next generation of students, The situation is further compounded when these students are pre-service teachers, because eventually they will become the next generation of elementary, middle, and high school science teachers.
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