Aligning Preservice Teacher Basic Science Knowledge with Instasc I and Nsta Core Content Standards

Abstract

ABSTRACT. Training preservice teachers to develop a predisposition toward constructivist instruction is a major goal for many faculty in teacher education. One critical attribute of a constructivist teacher is a strong hold on pedagogical content knowledge. This study examined the prior knowledge of preservice science teachers and how that knowledge aligned with INTASC Standard I and the NSTA Core Knowledge Standards for science teachers. Basic content knowledge of twenty-four preservice teachers in an introductory science education course was assessed

Needs Analysis of Cimahi and West Bandung District Elementary Teachers in Developing Science Curriculum and Teaching Science

“…The gap occurs in curriculum knowledge, pedagogical knowledge, pedagogical content knowledge and knowing of learners made the teaching characterized by rote learning, teacher centered, transfer of knowledge, and did not develop psychomotor aspect and thinking skills (minds-on and hands-on) (Olga, 1987;Cano, 1990;Ball, 1991;Abell & Smith, 2003;Annetta & Dotger, 2006). High degree of teacher without supported by sufficient involvement of teacher training did not guarantee that teachers have sufficient skill in constructing lesson plan and teaching science.…”