Inquiry-based course in physics and chemistry for preservice K-8 teachers

Abstract

We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

Exploring the role of content knowledge in responsive teaching

“…Our aim is to initiate a data-driven conversation that can speak to the latent disagreement in the literature, and then to inform teacher preparation that answers to current STEM education reforms. In particular, we consider how the collective wisdom of the physics education research communitywhich has largely emphasized the development of teacher content knowledge [83][84][85][86][87][88][89]-can play a role in supporting teachers in enacting RT. This conversation is especially important at this juncture in U.S. educational policy, when standards documents [1,44,90] are calling for a new vision of teaching-one that takes up and pursues the substance of student thinking-and at the same time, policymakers are pushing for more accountability to the definition of "'teaching skills' as those skills that enable a teacher, among other competencies, to effectively convey and explain academic content."…”

Developing the learning physical science curriculum: Adapting a small enrollment, laboratory and discussion based physical science course for large enrollments

“…Rather, we recognize the resource constraints faced by many universities (for example, the situation described in [7]) and accept largeenrollment classes as unavoidable. Given this reality, we believe LEPS is a valuable alternative to a lecture-based large-enrollment course.…”

“…Such curricula include Physics by Inquiry [1], Powerful Ideas in Physical Science [2], Activity-based Physical Science [3], Operation Primary Physical Science [4], Physics and Everyday Thinking (PET) [5], Physical Science and Everyday Thinking (PSET) [6], and Physical Science for Future Elementary Teachers [7]. In all these curricula, students work in small groups and are actively engaged in many of the practices of science: for example, posing questions, developing and using models, carrying out investigations, analyzing and interpreting data, constructing explanations and engaging in arguments from evidence [8].…”

Miskoncepcie pojmov organickej chémie u absolventov základných škôl po školskej reforme na Slovensku

“…• organizovať dlhodobé kurzy pre budúcich i praktizujúcich učiteľov prírodovedných predmetov pre aplikáciu inovatívnych vzdelávacích stratégií a medzipredmetových vzťahov a väzieb vo vyučovaní prírodovedných predmetov (Loverude et al, 2011),…”