Abstract
The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner.
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Veal, W.R., Jackson, Z. Developing a Primary Science Methods Classroom. Int J Sci Math Educ 4, 195–213 (2006). https://doi.org/10.1007/s10763-005-9000-0
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DOI: https://doi.org/10.1007/s10763-005-9000-0