Does participating in an undergraduate elementary science methods course make a difference?
Beginning with the question, does it make a differencewhat skills are developed or inwhat sequence they are introduced, the results of this study show that science teaching skills associated with personal survival are highly visible in both the expectations of prospective teachers and in what they value from a science methods course. It is equally clear that as they become confident in their personal science knowledge base, and competent in translating this into instructional plans for children, prospective teachers become aware of the need to deal with more mature concerns of how to effectively manage children in the learning environment. As an introductory science methods course, this focus on the personal concerns of the prospective teachers makes a difference in the confidence with which they approach teaching science.
KeywordsScience Teaching Preservice Teacher Science Method Prospective Teacher Pedagogical Content Knowledge
Unable to display preview. Download preview PDF.
- Ajzen, I. (1988).Attitude, personality, and behavior. Chicago: The Dorsey Press.Google Scholar
- Anderson, R., & Mitchener, C. (1994). Research on science teacher education. In D. L. Gabel (Ed.)Handbook on Research on Science Teaching and Learning (1st Ed., p. 3–44). New York: Macmillian.Google Scholar
- Crawley F., & Arditzoglow, S. (1990). A descriptive study of alternative life and physical science conceptions of preservice elementary teachers.National Association of Research in Science Teaching, Atlanta, Ga, Abstracts.Google Scholar
- Fuller, F., Pilgrim, G., & Freeland, A. (1967). Intensive Individualization of Teacher Preparation. In ASTYearbook of Mental Health and Teacher Education, Chapter VII.Google Scholar
- Koballa, T., Butts, D., & Riley, J. (1995). An evaluation model with participant constructed components.National Association of Research in Science Teaching, San Francisco, Abstracts.Google Scholar
- National Science Teachers Association. (1983). Board of Directors Minutes, Dallas TX, NSTA Board Meeting.Google Scholar
- Piper, M. (1977). The investigation of attitude changes of elementary preservice teachers in a competency based, field-oriented science methods course. In M. Piper & K. Moore (Eds.),Attitudes Toward Science Investigations. Columbus Ohio, SMEAC.Google Scholar
- Shulman, L. (1986). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.)Handbook of Research on Teaching, (3rd Ed., p. 3–36) New York: Macmillan.Google Scholar
- Strawitz, B. (1976). The effects of activity-centered elementary education science methods course on attitudes of preservice teachers.National Association of Research in Science Teaching, San Francisco, Abstracts.Google Scholar