Rethinking the elementary science methods course: a case for content, pedagogy, and informal science education

Abstract

There is increasing evidence that to prepare individuals who will be better, more effective teachers of elementary science, different methods of preparing prospective teachers are necessary. A central element in teacher preparation is the science methods course. This qualitative study presents the theoretical and practical rationale for developing a constructivist-based elementary science methods course and reports on the findings for the first four years. Acting on the premise that preservice teachers gain important understandings about learning and teaching by being encouraged to become both learner and teacher and to reflect about their experiences in both roles, the course demonstrates effective constructivist teaching practices, requires development of curriculum units and learning centres, allows students to experience practice teaching in formal and informal learning environments, and provides preservice teachers with the opportunity to observe and reflect upon the learning styles of elementary students. Outcomes including those that impact student knowledge and understanding of science and student attitudes about science and teaching science are discussed.