Anderson, Patricia J.Wiles, Heather T.2011-06-242011-06-242011http://hdl.handle.net/10342/3601Elementary pre-service teachers are required to take only a few science courses and are not likely to have the pedagogical content knowledge necessary to choose accurate science trade books. Incorporating trade books in the content areas is a method for integrating subjects and is a common practice among elementary teachers. This study investigates the ability of pre-service elementary teachers to identify misconceptions in science trade book excerpts chosen by the researcher. Survey results were analyzed based on pre-service teachers' responses to a science content question. Often, students focused on misconceptions related to anthropomorphism when they were unsure of the science content as shown by the true/false question. Each of the teacher educators interviewed had experiences with several pre-service teachers' lack of content knowledge affecting performance in the classroom.  92 p.dissertations, academicTeacher educationScience educationMisconceptionPre-service teachersScienceTrade booksScience--Study and teaching (Elementary)Elementary school teachersEducation, ElementaryMaster's Thesis