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Journal of Science Teacher Education

Erschienen in:

01.10.2013

The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach

verfasst von: Ingrid S. Weiland, Judith A. Morrison

Erschienen in: Journal of Science Teacher Education | Ausgabe 6/2013

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Abstract

To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflective approach—case one (University A) through a science content focus (i.e., sustainability) and case two (University B) through a method focus (i.e., problem-based learning). We examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. Results indicate that both foci (content and method) were successful in building EE content, helping preservice teachers to envision EE in their future classrooms, and promoting EE as a context for integrating their instruction. Based on these results, we offer recommendations for the incorporation of EE as a context for integration into the elementary science methods course.

Vorheriger Artikel Climate Change in the Preservice Teacher’s Mind

Nächster Artikel The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

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Titel: The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach
verfasst von: Ingrid S. Weiland
Judith A. Morrison
Publikationsdatum: 01.10.2013
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 6/2013
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-013-9336-1

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