Designing and Teaching the Elementary Science Methods Course by Sandra K. Abell

By Sandra K. Abell

What do aspiring and working towards uncomplicated technological know-how instructor schooling college want to know as they plan and perform guideline for destiny trouble-free technology lecturers? This scholarly and sensible advisor for technology instructor educators outlines the idea, ideas, and methods wanted, and gives lecture room examples anchored to these ideas. The theoretical and empirical foundations are supported through scholarship within the box, and the sensible examples are derived from actions, classes, and devices field-tested within the authors’ ordinary technology tools classes. Designing and instructing the ordinary technological know-how tools direction is grounded within the theoretical framework of pedagogical content material wisdom (PCK), which describes how lecturers remodel material wisdom into manageable guideline of their self-discipline. Chapters on technological know-how tools scholars as newbies, the technological know-how equipment direction curriculum, educational recommendations, tools direction overview, and the sector adventure support readers strengthen their PCK for instructing potential basic technological know-how academics. "Activities that paintings" and "Tools for educating the tools path" offer precious examples for placing this data into motion within the hassle-free technological know-how tools direction.

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What are the strengths and weak­ nesses in terms of alignment? Who accredits your institution’s teacher preparation program? In what way are you accountable in terms of this accreditation process and your methods course? The Program Context: Elementary Teacher Education Elementary education majors typically take one science methods course. As such, the methods course is the primary vehicle through which prospective elementary teachers learn to teach science. Nonetheless, it is important to note that this experience is part of their broader college or university education.

Perspectives on Science Teacher Learning 23 • • Storing information refers to the sensory input and its interpretation being stored permanently in the brain, with links to other related experiences. Emotional states associated with the experience are also stored. This is analogous to saving computer files to hard drives, CDs/ DVDs, or compact flash drives. The effectiveness with which material is placed into long-term memory is in part related to the importance that the learner places on the information.

Planning instruction based on this evaluation to create opportunities to enhance, clarify, and build on children’s knowledge. The final part of the framework, the teaching component, presents opportunities for the teacher to support children’s movement toward more mature understandings. All four components are linked to a central feature of thinking like a teacher, reflecting. By sharing this framework across three different methods courses, we were able to help our students recognize and become comfortable with a process that they could apply across various subjects.

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