Abstract
H ow much and what kinds of science content are to be included in preservice teacher education programs have received renewed attention. These questions were of direct interest to us as we developed a biology course for elementary education majors. The students' performance in the course we developed was better than we had predicted. After describing the course, we will discuss some factors that contributed to the students' success. The revitalized interest in science content is both consistent with and based upon several reform initiatives begun in the early 1980s (Coleman & Selby 1983; Duschl 1990; Gardner & Larsen 1983; Harms & Yager 1981). It is certainly not, however, the first instance of directed activity aimed at enhancing science instruction among preservice elementary education majors (DeBoer 1991). It has been almost 20 years, for instance, since the following was reported:
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