Abstract
The need for reform in teaching K12 mathematics and science has been well established (James & Kurtz, 1985, pp. 104-114; Holmes Group Executive Board, 1986; Carnegie Task Force on Teaching, 1986). Teachers must be able to foster student interest in the nature of the scientific enterprise and an understanding of its relevance to individuals and society. Unfortunately, it is common to fred that teachers' understanding of and knowledge about the scientific enterprise and research is not adequate to accomplish this goal. Teacher educators must, then, revise existing preservice and inservice programs to address the need.
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