Developing the Next Generation of Elementary Science Teachers

Abstract

National science education documents emphasize new learning outcomes of elementary students; therefore, the preparation of elementary teachers should be revised to meet these challenges. This article describes how science educators at a large southeastern university developed specialized science training for elementary preservice teachers (EPSTs) by creating a combination of discipline-specific science content courses (physical, life, and Earth science) and methods courses (formal and informal) known as an elementary science concentration (ESC). The semester-long, discipline-specific science content courses of the ESC are structured into four modules that focus on the disciplinary core ideas of the new framework (National Research Council, 2012). In this article, we highlight one content course (physical science) and select one module (Core Idea PS3: Energy) to illustrate the design of the content courses. Assignment descriptions and student artifacts are used as supports to teach the disciplinary core idea emphasizing specialized knowledge and pedagogical content knowledge. The methods courses (formal and informal) are explained using key assignments and experiences. The structure of the ESC provides EPSTs with more opportunities to learn specialized teaching approaches for each discipline of science within a variety of environments.

Additional information

Notes on contributors

Tammy D. Lee

Tammy D. Lee ([email protected]) is an assistant professor, Mathemtics, Science, and Instructional Technology Education Department at East Carolina University in Greenville, North Carolina.

Bonnie Glass

Bonnie Glass is a teaching instructor, Mathemtics, Science, and Instructional Technology Education Department at East Carolina University in Greenville, North Carolina.