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Abstract
Despite significant pressure to reform science teaching and learning in K12 schools, and a concurrent call to reform undergraduate courses, higher education science content courses have remained relatively static. Higher education science faculty have few opportunities to explore research on how people learn, examine state or national science teaching standards for K12 schools, or learn and practice research-based instructional strategies. The contrast between what is expected of future and practicing teachers in their K12 classrooms and what they experience in content and instruction in typical college or university science courses can be striking. This paper describes a multi-institutional collaboration among content-area science faculty and K12 teachers to develop undergraduate content courses for future elementary teachers in life and Earth science. Using data from the project evaluation, we report evidence of change in faculty knowledge and beliefs about science teaching and learning, and how that this translated into pedagogical practice in their courses.
Acknowledgments
This work was supported by funding from the National Science Foundation (Project number DUE-0315060). Data collection and analysis were done in large part by the many talented graduate students who supported the internal evaluation program, including Phil Buly, Aaron Lear, Molli O’Neil, Anna (Carter) Thornton, Sarah Walker, and Aki Yada. The staff at FACET Innovations provided additional assistance in collecting, analyzing and sharing data from the external evaluation program. The authors also wish to acknowledge participating faculty from all partner institutions of higher education for their willing participation in the evaluation design so that others could learn from their experience.