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(Re)Imagining an Elementary Preservice Science Methods Course as Inquiry-Based
Abstract
In response to research findings that elementary teachers are underprepared to teach science due to lack of both science content knowledge (SCK) and science pedagogical knowledge (SPK), the author restructured a teacher-centered, pedagogically focused elementary science methods course into one in which SCK and SPK were the primary foci of the class. SCK was provided via explanations that occurred after in-class and extended inquiry-based investigations, during active learning experiences, and after assigned readings and associated discussions, while SPK was provided through observations and analyses of practicing elementary science teachers teaching, modeling of strategies by the instructor, and development and delivery of two 5E lesson plans in area elementary school settings, all approaches deemed effective in increasing elementary preservice teachers' science pedagogical knowledge.
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