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E-grāmata: Designing and Teaching the Elementary Science Methods Course [Taylor & Francis e-book]

(University of Missouri, USA), (Central Queensland University, Australia), (University of Missouri, USA)
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Designing and Teaching the Elementary Science Methods CoursePalielināt
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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.

Preface ix
Acknowledgment xii
Introduction 1(8)
PART I Theoretical, Contextual, and Pedagogical Foundations for the Elementary Science Methods Course
9(186)
Perspectives on Science Teacher Learning
11(26)
Views about Learning and Teaching
12(1)
Ideas about Knowledge
13(3)
Learning Theories
16(8)
A View of Learning
24(8)
An Example Application to a Science Methods Course
32(2)
Conclusion
34(1)
More to Explore
35(1)
References
35(2)
The Context for Elementary Science Teacher Preparation
37(13)
Who is Responsible for Educating Elementary Science Teachers?
37(1)
The Policy Context: Goals and Standards for Elementary Science Teacher Education
38(2)
The Program Context: Elementary Teacher Education
40(4)
The Program Context: Science Courses
44(2)
The Program Context: Field Experience and Partnerships with Local Schools
46(1)
Conclusion
46(1)
More to Explore
47(1)
References
48(2)
Orientations to Teaching Science Teachers
50(15)
Introduction
50(1)
What are Orientations to Teaching Teachers?
51(1)
Some Orientations to Teaching Science Teachers
51(3)
The Reflection Orientation and the Science Methods Course
54(5)
Conclusion
59(1)
Tools for Teaching Elementary Science Methods
60(3)
References
63(2)
Understanding the Elementary Science Methods Student
65(15)
Introduction
65(1)
Prospective Teachers as Learners
66(3)
Prospective Teachers' Knowledge for Science Teaching
69(5)
Understanding Your Methods Students
74(3)
Conclusion
77(1)
More to Explore
78(1)
References
78(2)
Curriculum and Resources for Elementary Science Teacher Education
80(22)
Aims and Goals for the Science Methods Course
81(1)
The Methods Course Curriculumn---What to Include?
82(9)
Selecting Resources and Materials
91(4)
Facilities and Equipment
95(3)
Communicating Your Expectations to Students: The Course Syllabus
98(1)
Conclusion
98(2)
Tools for Teaching the Elementary Science Methods Course
100(1)
More to Explore
101(1)
References
101(1)
Instructional Strategies for the Elementary Science Methods Course
102(36)
Aspects of PCK Pertinent to this
Chapter
103(1)
Your Orientation to Learning and Teaching
104(2)
Environment
106(1)
General Pedagogy
107(18)
Teaching Models
125(8)
Teaching How to Plan
133(2)
Conclusion
135(1)
More to Explore
136(1)
References
136(2)
Assessment Strategies for the Elementary Methods Course
138(33)
Purposes and Examples of Assessment in the Elementary Science Methods Course
139(5)
Principles of Effective Assessment
144(8)
Scoring and Grading Assignments
152(5)
Putting it All Together: Designing a Methods Course Assignment
157(4)
Conclusion
161(1)
Tools for Teaching Elementary Science Methods
162(6)
More to Explore
168(1)
References
168(3)
Field Expereiences in Elementary Science Methods
171(24)
Benefits of Field Experiences
172(2)
Addressing Challenges to the Science Methods Field Experience
174(4)
Various Models of Science Methods Field Experiences
178(4)
Student Reflection on the Field Experience
182(3)
Conclusion: Design Principles for Science Methods Field Experiences
185(2)
Tools for Teaching Elementary Science Methods
187(4)
References
191(4)
PART II Activities that Work for the Elementary Science Methods Course
195(107)
Learning about the 5E Learning Cycle: Magnetism
201(17)
Interactive Approach: Floating and Sinking
218(15)
Inquiring into Guided and Open Inquiry: Insect Study
233(14)
Eliciting Student Ideas: The Human Body
247(8)
Using Models and Analogies: Electric Circuits
255(15)
Learning about Discourse: Light and Shadows
270(8)
Integrating Language Arts and Science: A Journey through the Water Cycle
278(9)
Seamless Assessment: The Moon Investigation
287(15)
About the Authors 302(1)
Index 303
Sandra K. Abell is Curators Professor of Science Education at the University of Missouri, US, where she directs the universitys 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.
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