Teacher Candidate Learning of Interdisciplinary Controversial Issues: Linking Social Studies and Science in the Elementary School Curriculum

ABSTRACT

Teaching controversial issues poses challenges for teacher candidates, stemming from apprehensions about potential backlash and gaps in content and pedagogical knowledge. The prevailing emphasis on tested subjects such as mathematics and reading/writing in elementary school education often sidelines social studies and science, limiting opportunities for candidates to engage with these disciplines and their associated instructional strategies, including addressing controversial topics. Integrating social studies and science with other subject areas emerges as a viable approach to ensure comprehensive education. Teacher education coursework serves as a vital platform for exposing educators to interdisciplinary curriculum design and implementation. Such exposure prompts teacher candidates to reevaluate their preconceptions and practices concerning controversial issues. This article examines teacher candidate learning, contextualized within Interdisciplinary Pedagogical Content Knowledge (IPCK), during a two-week unit on interdisciplinary instruction that integrates social studies and science through controversial topics across two semesters of elementary school social studies and science methods courses. While findings reveal a perceptible shift in attitudes toward teaching controversy, the limited exposure to such issues in prior educational experiences impedes candidates’ ability to develop curricula reflective of this evolving perspective.

KEYWORDS:

• Elementary teacher preparation
• controversial issues
• socio-scientific issues
• interdisciplinary teaching

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Brandon M. Butler

Brandon Butler is a Professor of Social Studies and Teacher Education at Old Dominion University. His research focuses on teacher educator preparation and the teaching and learning of self-study research methods. Recent books include Understanding a pedagogy of teacher education: Contexts for teaching and learning about your educational practice; Professional learning journeys of teacher educators; and Pathways to teacher education: Profiles in emerging teacher educator development. He is Co-Editor of the self-study research journal, Studying Teacher Education.

Stephen R. Burgin

Stephen R. Burgin is an Associate Professor of Science Education at the University of Arkansas-Fayetteville. He teaches secondary science methods courses, learning theory, and assessment to preservice secondary teachers from a variety of disciplines. His research focuses on the role of involvement in authentic science practices in the teaching and learning of science. His work has been published in the Journal of Research in Science Teaching. He is currently on the board of directors of the Association for Science Teacher Education.

Mark M. Diacopoulos

Mark M. Diacopoulos is an Associate Professor and Director of Assessment at Pittsburg State University, where teaches curriculum development in the elementary education and leadership programs. His research includes self-study methods, supervision, social studies, teaching with technology, and shifting teacher identities. He is also Assistant Editor of the Journal of Educational Supervision.

William J. McConnell

William J. McConnell is Batten Associate Professor of Education and Director of Teacher Education at Virginia Wesleyan University. His research interests span the teaching and learning of environmental education and teaching efficacy of preservice teachers.