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Summary
Follow-up research is required to investigate the effects of our beginning teacher preparation programs for secondary science teachers on classroom performance, student achievement, and higher order mental functioning of classroom teachers. Nevertheless, preliminary indications from working with students during the last several years show many encouraging outcomes among beginning teachers, including: increased knowledge of cognitive science, especially applications in instruction and learning; development of more analytical, self-directed classroom behavior; and enhanced capability of utilizing and powerful tool of video-taping for professional self-improvment.