Designing and Teaching the Elementary Science Methods Course

By Sandra K. Abell, Ken Appleton, Deborah L. Hanuscin

© 2010 – Routledge

308 pages

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pub: 2010-02-11
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e–Inspection Copy

About the Book

What do aspiring and practicing elementary science teacher education faculty need to know as they plan and carry out instruction for future elementary science teachers? This scholarly and practical guide for science teacher educators outlines the theory, principles, and strategies needed, and provides classroom examples anchored to those principles. The theoretical and empirical foundations are supported by scholarship in the field, and the practical examples are derived from activities, lessons, and units field-tested in the authors’ elementary science methods courses.

Designing and Teaching the Elementary Science Methods Course is grounded in the theoretical framework of pedagogical content knowledge (PCK), which describes how teachers transform subject matter knowledge into viable instruction in their discipline. Chapters on science methods students as learners, the science methods course curriculum, instructional strategies, methods course assessment, and the field experience help readers develop their PCK for teaching prospective elementary science teachers. "Activities that Work" and "Tools for Teaching the Methods Course" provide useful examples for putting this knowledge into action in the elementary science methods course.

Table of Contents

Contents

Preface

Acknowledgement

Introduction

Part I: Theoretical, Contextual, and Pedagogical Foundations for the Elementary Science Methods Course

1. Perspectives of Teacher Learning

Views about Learning and Teaching

Ideas about Knowledge

Learning Theories

A View of Learning

An Example Application to a Science Methods Course

Conclusion

More to Explore

References

2. The Context for Elementary Science Teacher Preparation

Who is Responsible for Educating Elementary Science Teachers?

The Policy Context: Goals and Standards for Elementary Science Teacher Education

The Program Context: Elementary Teacher Education

The Program Context: Science Courses

The Program Context: Field Experience and Partnerships with Local Schools

Conclusion

More to Explore

References

3. Orientations to Teaching Science Teachers

Introduction

What are Orientations to Teaching Teachers?

Some Orientations to Teaching Science Teachers

The Reflection Orientation and the Science Methods Course

Conclusion

Tools for Teaching Elementary Science Methods

References

4. Understanding the Elementary Science Methods Student

Introduction

Prospective Teachers as Learners

Prospective Teachers’ Knowledge for Science Teaching

Understanding Your Methods Students

Conclusion

More to Explore

References

5. Curriculum and Resources for Elementary Science Teacher Education

Aims and Goals for the Science Methods Course

The Methods Course Curriculum—What to Include?

Selecting Resources and Materials

Facilities and Equipment

Communicating Your Expectations to Students: The Course Syllabus

Conclusion

Tools for Teaching the Elementary Science Methods Course

More to Explore

References

6. Instructional Strategies for the Elementary Science Methods Course

Aspects of PCK Pertinent to this Chapter

Your Orientation to Learning and Teaching

Environment

General Pedagogy

Teaching Models

Teaching How to Plan

Conclusion

More to Explore

References

7: Assessment Strategies for the Elementary Methods Course

Purposes and Examples of Assessment in the Elementary Science Methods Course

Principles of Effective Assessment

Scoring and Grading Assignments

Putting it All Together: Designing a Methods Course Assignment

Conclusion

Tools for Teaching Elementary Science Methods

More to Explore

References

8: Field Experiences in Elementary Science Methods

Benefits of Field Experiences

Addressing Challenges to the Science Methods Field Experience

Various Models of Science Methods Field Experiences

Student Reflection on the Field Experience

Conclusion: Design Principles for Science Methods Field Experiences

Tools for Teaching Elementary Science Methods

References

Part II: Activities that Work for the Elementary Science Methods Course

ATW 1: Learning about the 5E Learning Cycle: Magnetism

ATW 2: The Interactive Approach: Floating & Sinking

ATW 3: Inquiring into Guided and Open Inquiry: Insect Study

ATW 4: Eliciting Student Ideas: The Human Body

ATW 5: Using Models and Analogies: Electric Circuits

ATW 6: Learning about Discourse: Light and Shadows

ATW 7: Integrating Language Arts and Science: The Water Cycle

ATW 8: Seamless Assessment: The Moon Investigation

About the Authors

Index

About the Authors

Sandra K. Abell is Curators’ Professor of Science Education at the University of Missouri, US, where she directs the university’s Science Education Center.

Ken Appleton is semi-retired as an Adjunct Associate Professor at Central Queensland University, Australia.

Deborah L. Hanuscin is Assistant Professor of Elementary Education at the University of Missouri, US, where she holds a joint appointment in the Department of Physics & Astronomy and Department of Learning, Teaching, & Curriculum.

About the Series

Teaching and Learning in Science Series

The Teaching and Learning in Science Series brings together theoretical and practical scholarship emanating from a wide range of research approaches and paradigms on an equally wide variety of topics.

International concerns about the quality of the teaching and learning of science continue to increase across countries, states, provinces, and local communities with each round of international assessments. During a period of expansive reform in science education, it is especially important that the most current research in areas of critical concern be synthesized for use by both practitioners and researchers.

Proposals for authored or edited books are encouraged that address research and practice in the teaching and learning of science and/or any aspects of the current reforms in science education. The primary focus is the theoretical and practical importance of the problem being investigated. Equal consideration will be given to theoretically oriented and practitioner-oriented proposals. It is hoped that this series will generate as many critical questions as answers it may provide. Themes for prospective manuscripts may include, but are certainly not limited to:

  • the practicality of scientific literacy
  • science for "all" in urban and rural settings
  • scientific inquiry
  • nature of science
  • student misconceptions
  • conceptual change
  • teacher education
  • curriculum development
  • educational policy
  • high stakes testing
  • alternative teacher certification
  • apprenticeship models
  • curriculum integration
  • problem-based learning
  • special needs students and science reforms
  • teacher knowledge and beliefs
  • informal science education
  • classroom discourse
  • professional development
  • teacher/scientist collaborations
  • technology integration
  • equity and diversity within a climate of change

Learn more…

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General
EDU029030
EDUCATION / Teaching Methods & Materials / Science & Technology
EDU046000
EDUCATION / Professional Development
SCI063000
SCIENCE / Study & Teaching