Designing and Teaching the Elementary Science Methods Course

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 ...

Designing and Teaching the Elementary Science Methods Course

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.

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Designing and Teaching the Elementary Science Methods Course
Language: en
Pages: 320
Authors: Sandra K. Abell, Ken Appleton, Deborah L. Hanuscin
Categories: Education
Type: BOOK - Published: 2010-02-25 - Publisher: Routledge

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
Designing and Teaching the Elementary Science Methods Course
Language: en
Pages: 320
Authors: Sandra K. Abell, Ken Appleton, Deborah L. Hanuscin
Categories: Education
Type: BOOK - Published: 2010-08-27 - Publisher: Routledge

This guide for elementary science teacher educators outlines the theory, principles, and strategies they need to know in order to plan and carry out instruction for future elementary science teachers, and provides classroom examples anchored to those principles. The book is grounded in the theoretical framework of pedagogical content knowledge
Designing and Teaching the Secondary Science Methods Course
Language: en
Pages: 8
Authors: Aaron J. Sickel, Stephen B. Witzig
Categories: Education
Type: BOOK - Published: 2017-04-13 - Publisher: Springer

The improvement of science education is a common goal worldwide. Countries not only seek to increase the number of individuals pursuing careers in science, but to improve scientific literacy among the general population. As the teacher is one of the greatest influences on student learning, a focus on the preparation
Preparing Pre-Service Teachers to Teach Computer Science
Language: en
Pages: 283
Authors: Aman Yadav, Chrystalla Mouza, Anne Ottenbreit-Leftwich
Categories: Computers
Type: BOOK - Published: 2021-05-01 - Publisher: IAP

Computer science has emerged as a key driver of innovation in the 21st century. Yet preparing teachers to teach computer science or integrate computer science content into K-12 curricula remains an enormous challenge. Recent policy reports have suggested the need to prepare future teachers to teach computer science through pre-service
Development of Interest in Science and Interest in Teaching Elementary Science [electronic Resource]
Language: en
Pages:
Authors: Mizrap Bulunuz
Categories: Science
Type: BOOK - Published: 2007 - Publisher:

Inquiry-based science instruction is a major goal of science education reform. However, there is little research examining how preservice elementary teachers might be motivated to teach through inquiry. This quantitative study was designed to examine the role of background experiences and an inquiry science methods course on interest in science