Thesis advisor: Michael G. Barnett / Elementary science instruction and teacher preparation need improvement for various reasons: 1) preservice teachers lack opportunities to experience (Windschitl, 2003) or observe (Smith, 1999) inquiry science, 2) pre-service teachers have even fewer opportunities to practice teaching science in a classroom settings (Hewson, Tabachnick, Zeichner, & Lemberger, 1999); and 3) methods courses and field experiences fail to provide proper scaffolding and support for science teaching (Crawford, 1999). One way to improve preservice teacher growth and understanding in teaching inquiry science is through supported field based teaching experiences (Eick, Ware, & Williams, 2003). However, research is necessary to examine how innovative field-based science methods courses compare to traditional, university-based science methods course. This mixed methods study compares the experiences of thirty-two preservice teachers with a specific focus on four preservice teachers involved in either a field-based science methods course or a university-based science methods course. It examines the impact of the two courses on preservice teachers' confidence in teaching science content and beliefs regarding the role of inquiry-based science instruction with culturally and linguistically diverse students. Data sources included a pre/post survey that was distributed to preservice teachers in both courses, with additional interviews and final unit reviews for each of the four preservice teacher case studies. Themes were identified and re-examined through an analysis of the data which informed the development of four case studies, two from each class, to investigate specific trends between the two methods courses. Findings indicate that both field- and university-based instruction have strengths and weaknesses. This research suggests that field-based methods have a stronger impact on improving preservice teachers' beliefs and skills in regard to designing inquiry-based instruction for diverse students, while university-based course promotes greater confidence in preservice teachers' ability to teach different science content areas. However, preservice teachers in both courses struggled to create inquiry-based science lessons where students used evidence to support claims or construct explanations. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.