This book comes at a time when epistemological reform is sweeping through the global community
of science education. Since the 1970s the theories of knowing embodied in the teaching
activities of school science teachers have been undergoing a major transformation toward more
learner-sensitive standpoints. But undergraduate science teaching the breeding ground of
teachers of school science has remained largely teacher-centered in many lecture theaters and
laboratories. Little wonder that newly graduated science teachers arrive in school science
classrooms ill prepared to practice learner-sensitive teaching. Thus the motivating force
behind this book is to expedite the process of epistemological reform of undergraduate science
teaching to align it with the reform goals of the science education community. The knowledge
gained from this unique collection of studies can be extended to science courses for all
students those going on directly into science those planning to become K-12 teachers of
science and those in allied fields as well.
