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Journal of Science Education and Technology

Erschienen in:

01.02.2011

Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course

verfasst von: Kelly Riedinger, Gili Marbach-Ad, J. Randy McGinnis, Emily Hestness, Rebecca Pease

Erschienen in: Journal of Science Education and Technology | Ausgabe 1/2011

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Abstract

We investigated curricular and pedagogical innovations in an undergraduate science methods course for elementary education majors at the University of Maryland. The goals of the innovative elementary science methods course included: improving students’ attitudes toward and views of science and science teaching, to model innovative science teaching methods and to encourage students to continue in teacher education. We redesigned the elementary science methods course to include aspects of informal science education. The informal science education course features included informal science educator guest speakers, a live animal demonstration and a virtual field trip. We compared data from a treatment course (n = 72) and a comparison course (n = 26). Data collection included: researchers’ observations, instructors’ reflections, and teacher candidates’ feedback. Teacher candidate feedback involved interviews and results on a reliable and valid Attitudes and Beliefs about the Nature of and the Teaching of Science instrument. We used complementary methods to analyze the data collected. A key finding of the study was that while benefits were found in both types of courses, the difference in results underscores the need of identifying the primary purpose for innovation as a vital component of consideration.

Vorheriger Artikel Simulated Sustainable Societies: Students’ Reflections on Creating Future Cities in Computer Games

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Readers interested in Project Nexus are encouraged to visit the project’s web site www.projectnexus.umd.edu.

For additional documented information on this instrument, see McGinnis and Marbach-Ad (2007).

A detailed account of the global climate change module that was implemented in the course can be found in Hestness et al. (accepted) and McGinnis et al. (in press).

Pseudonyms used for all student participants.

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Titel: Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course
verfasst von: Kelly Riedinger
Gili Marbach-Ad
J. Randy McGinnis
Emily Hestness
Rebecca Pease
Publikationsdatum: 01.02.2011
Verlag: Springer Netherlands
Erschienen in: Journal of Science Education and Technology / Ausgabe 1/2011
Print ISSN: 1059-0145
Elektronische ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-010-9233-8

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