Table Of ContentDesigning 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 teach-
ers? 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.
The concept of pedagogical content knowledge (PCK) is used as an organizing
framework. PCK describes how teachers transform subject matter knowledge into
viable instruction in their discipline. In this case, the construct of PCK incorporates
the knowledge science teacher educators need in order to translate what they know
about good elementary science teaching into viable science teacher education.
In Part I, chapters on science methods students as learners, the science methods
course curriculum, instructional strategies, methods course assessment, and the
field experience examples help readers develop their PCK for teaching prospective
elementary science teachers. These chapters include special “It’s Your Turn”
sections to engage the reader. Part II features useful, field-tested “Activities that
Work” for putting PCK knowledge into action in the elementary science methods
course. “More to Explore” and “Tools for Teaching” sections across the chapters
enhance the effectiveness of Designing and Teaching the Elementary Science
Methods Course—the only professional development guide specifically designed for
elementary science methods instructors.
Sandra K. Abell is Curators’ Professor of Science Education at the University of
Missouri, U.S., where she directs the university’s Science Education Center.
Ken Appleton is semi-retired as an Adjunct Associate Professor at Central Queens-
land University, Australia.
Deborah L. Hanuscin is Assistant Professor of Elementary Education at the Univer-
sity of Missouri, U.S., where she holds a joint appointment in the Department of
Physics and Astronomy and Department of Learning, Teaching, and Curriculum.
Teaching and Learning in Science Series
Norman G. Lederman, Series Editor
Abell/Appleton/Hanuscin
Designing and Teaching the Elementary Science Methods Course
Akerson (Ed.)
Interdisciplinary Language Arts and Science Instruction in Elementary
Classrooms: Applying Research to Practice
Wickman
Aesthetic Experience in Science Education: Learning and Meaning-Making as
Situated Talk and Action
For more information on titles in the Teaching and Learning in Science Series
visit http://www.routledge.com/education
Designing and Teaching
the Elementary Science
Methods Course
Sandra K. Abell
University of Missouri
Ken Appleton
Central Queensland University
Deborah L. Hanuscin
University of Missouri
First published 2010
by Routledge
270 Madison Avenue, New York, NY 10016
Simultaneously published in the UK
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
This edition published in the Taylor & Francis e-Library, 2010.
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© 2010 Taylor & Francis
All rights reserved. No part of this book may be reprinted or
reproduced or utilized in any form or by any electronic,
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the publishers.
Trademark Notice: Product or corporate names may be
trademarks or registered trademarks, and are used only for
identification and explanation without intent to infringe.
Library of Congress Cataloging in Publication Data
A catalog record has been requested for this book
ISBN 0-203-85913-8 Master e-book ISBN
ISBN10: (hbk) 0-8058-6339-7
ISBN10: (pbk) 0-8058-6340-0
ISBN10: (ebk) 0-203-85913-8
ISBN13: (hbk) 978-0-8058-6339-0
ISBN13: (pbk) 978-0-8058-6340-6
ISBN13: (ebk) 978-0-203-85913-1
Contents
Preface ix
Acknowledgment xii
Introduction 1
ParT I
Theoretical, Contextual, and Pedagogical
Foundations for the Elementary Science
Methods Course 9
1. Perspectives on Science Teacher Learning 11
Views about Learning and Teaching 12
Ideas about Knowledge 13
Learning Theories 16
A View of Learning 24
An Example Application to a Science Methods Course 32
Conclusion 34
More to Explore 35
References 35
2. The Context for Elementary Science Teacher Preparation 37
Who is Responsible for Educating Elementary Science
Teachers? 37
The Policy Context: Goals and Standards for Elementary
Science Teacher Education 38
The Program Context: Elementary Teacher Education 40
The Program Context: Science Courses 44
vi Contents
The Program Context: Field Experience and Partnerships with
Local Schools 46
Conclusion 46
More to Explore 47
References 48
3. Orientations to Teaching Science Teachers 50
Introduction 50
What are Orientations to Teaching Teachers? 51
Some Orientations to Teaching Science Teachers 51
The Reflection Orientation and the Science Methods
Course 54
Conclusion 59
Tools for Teaching Elementary Science Methods 60
References 63
4. Understanding the Elementary Science Methods Student 65
Introduction 65
Prospective Teachers as Learners 66
Prospective Teachers’ Knowledge for Science Teaching 69
Understanding Your Methods Students 74
Conclusion 77
More to Explore 78
References 78
5. Curriculum and Resources for Elementary Science Teacher
Education 80
Aims and Goals for the Science Methods Course 81
The Methods Course Curriculum—What to Include? 82
Selecting Resources and Materials 91
Facilities and Equipment 95
Communicating Your Expectations to Students: The Course
Syllabus 98
Conclusion 98
Tools for Teaching the Elementary Science Methods
Course 100
More to Explore 101
References 101
Contents vii
6. Instructional Strategies for the Elementary Science
Methods Course 102
Aspects of PCK Pertinent to this Chapter 103
Your Orientation to Learning and Teaching 104
Environment 106
General Pedagogy 107
Teaching Models 125
Teaching How to Plan 133
Conclusion 135
More to Explore 136
References 136
7. Assessment Strategies for the Elementary Methods Course 138
Purposes and Examples of Assessment in the Elementary
Science Methods Course 139
Principles of Effective Assessment 144
Scoring and Grading Assignments 152
Putting it All Together: Designing a Methods Course
Assignment 157
Conclusion 161
Tools for Teaching Elementary Science Methods 162
More to Explore 168
References 168
8. Field Experiences in Elementary Science Methods 171
Benefits of Field Experiences 172
Addressing Challenges to the Science Methods Field
Experience 174
Various Models of Science Methods Field Experiences 178
Student Reflection on the Field Experience 182
Conclusion: Design Principles for Science Methods Field
Experiences 185
Tools for Teaching Elementary Science Methods 187
References 191
viii Contents
ParT II
activities that Work for the Elementary Science
Methods Course 195
ATW 1. Learning about the 5E Learning Cycle: Magnetism 201
ATW 2. Interactive Approach: Floating and Sinking 218
ATW 3. Inquiring into Guided and Open Inquiry: Insect Study 233
ATW 4. Eliciting Student Ideas: The Human Body 247
ATW 5. Using Models and Analogies: Electric Circuits 255
ATW 6. Learning about Discourse: Light and Shadows 270
ATW 7. Integrating Language Arts and Science: A Journey
through the Water Cycle 278
ATW 8. Seamless Assessment: The Moon Investigation 287
About the Authors 302
Index 303
Preface
The idea for this book arose from numerous discussions about the know-
ledge and skills needed by those who teach elementary science methods
courses in our respective countries and around the world. Given our col-
lective experience of 60+ years teaching elementary science methods
courses, we recognize that teaching prospective teachers entails a repertoire
of knowledge about science, science teaching, and teaching teachers.
However, individuals who teach the elementary science methods courses
sometimes lack experience in one or more of these areas. We wrote this
book to provide guidance to faculty members and aspiring faculty members
who might need help in designing and enacting instruction in this context.
The book 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. We apply the
construct of PCK to the development of science teacher educators. We
believe that PCK for teaching teachers integrates the various types of
knowledge that science teacher educators need to translate what they know
about best practices in elementary science teaching into viable science
teacher education. As a starter, the effective elementary science teacher
educator needs to have knowledge of science, the nature of science, and
elementary science teaching as well as knowledge of general pedagogical
principles and the context of instruction. In addition, the elementary
science methods instructor needs to understand methods students as learn-
ers, the methods course curriculum, and strategies for instruction and
assessment in the methods course. These knowledge bases interact with an
instructor’s orientations to teaching prospective teachers and provide the
foundation for course design and enactment.
Those entering the field or currently teaching science teachers typically
have had to construct their own ideas for designing and teaching the ele-
mentary science methods course from scratch. That’s what each of us did
early on in our careers. Although some venues exist to share our wisdom
of practice through professional organizations and journals, little shared
formal knowledge about teaching future elementary science teachers exists
Description: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 provid
