| Summary: | Teacher education preparation programs must adapt to changing science education reform
movements that identify notebooking as an effective means to increase children’s’ science process
skills and content knowledge. This study addresses the question, “What are the structures and
thinking processes that teacher candidates utilize when writing in notebooks?” Specifically, how do
they express their thoughts during an observational-based prompt writing experience in an
undergraduate, integrated science and mathematics methods course? Sixteen teacher candidates at a
Midwestern university in the United States completed an eight-week assignment during the spring
2012 semester using notebooks. Results indicate the participants could be placed into three distinct
categories of processing and formatting the notebooks which are described in detail with supporting
examples.
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