This paper describes some salient aspects of inservice education that focus on constructivist learning/conceptual change. Major issues for inservice education based on the constructivist approach are described. These issues arise from viewing teachers as constructivist learners, and from the assumption that constructivism and conceptual change need to be considered in the saw: way for both teachers and students. The following assumptions are contained in the constructivist theory of learning: (1) inservice education that matters involves conceptual charge on the part of teachers; (2) when the thrust of the inservice program is towards constructivist perspectives on teaching and student learning, the change involves teachers’ conceptions of learning and teaching; (3) conceptual change in teachers is most helpfully considered in terms of whether or not new ideas are intelligible, plausible, fruitful, and feasible; (4) the conceptions held by teachers on entering an inservice program will sometimes include ideas and beliefs about the focus of the program which are in conflict with the ideas and beliefs of those running the program; (5) the inservice must, wherever possible, model but not mimic the strategies and ideas being advanced; (6) different groups will enter inservice programs with different levels of relevant knowledge and experience; and (7) those conducting the inservice program must be sensitive to their own needs to undergo conceptual change. Descriptions of four inservice programs illustrate how one or more of these issues arose and was dealt with in the course of the program.

Key words: attitude change, cognitive dissonance, concept, formation, foreign countries, inservice teacher education, learning processes, program attitudes, teacher attitudes.

The implications of constructivist epistemology and conceptual-change ideas have received less attention in teacher education than in the case of teaching science to pupils. However, some paradoxes mentioned in the literature apply to teacher education in special ways: 1. Even if we accept the validity of a constructivist epistemology, does that imply a specific teaching strategy? 2. If we say we want learners to construct their knowledge, but we define success according to whether they change their conceptions in a certain direction, are we trying to have it both ways? These questions have two layers of meanings in the context of teacher education: what to “tell” teachers about instruction, and how to “tell” them. Teachers continually construct their views of the nature of learning and teaching science. These views are major determinants of how they carry out their teaching functions. How the informal and formal experiences of teacher education influence thses views in an important issue.

Key words: teacher education, concept formation, educational methods, constructivist teaching, cognitive restructuring, constructivism, inservice teacher education, preservice teacher education, emppowering students

FOCIS is a recently-completed five-year project to develop a program that integrates science instructional planning and teacher enhancement. Separate modules of videotaped and printed materials have been developed (1) for use by science methods instructors in college-based courses for teachers and teacher candidates and (2) for inservice teachers and their local curriculum coordinators or workshop leaders in school district-based programs for teacher enhancement and curriculum design. The underlying FOCIS intention is to help teachers approach their curriculum planning and teaching in ways that restructure their own understanding, as well as their students’ understanding, of the science topic. From a constructivist perspective, the primary planning strategy employs studying the structure and evolution of students’ ideas on the science topic – with assistance from a science consultant who has expertise on the topic and from a “learning activity” consultant who has experience and expertise on teaching the topic by means of activities that help to challenge and refine students’ ideas in the direction of scientists’ ideas on the topic. Concept mapping and associated interviews constitute the main FOCIS strategies for studying student ideas. The primary FOCIS teaching strategy employs accessing, analyzing, and challenging student ideas. The paper emphasizes the nature and use of the FOCIS videotape/print modules for teachers (and teacher candidates) and their “science methods” instructors and for in-service teachers and their in-service leaders.

Key words: teacher education, philosophy, concept formation, constructivism, scientific concepts, concept mapping, constructivist teaching, inservice teacher education, methods courses