Effects of 3D Printing Project-based Learning on Preservice Elementary Teachers’ Science Attitudes, Science Content Knowledge, and Anxiety About Teaching Science

2018 ◽  
Vol 27 (5) ◽  
pp. 412-432 ◽  
Author(s):  
Elena Novak ◽  
Sonya Wisdom
Keyword(s):  
3D Printing ◽  
Elementary Teachers ◽  
Content Knowledge ◽  
Project Based Learning ◽  
Teaching Science ◽  
Science Attitudes ◽  
Preservice Elementary Teachers ◽  
Science Content ◽  
Science Content Knowledge

Self-Directed Learning to Improve Science Content Knowledge for Teachers

2016 ◽  
Vol 52 (4) ◽  
pp. 236-242 ◽  
Author(s):  
Delinda van Garderen ◽  
Deborah Hanuscin ◽  
Cathy Newman Thomas ◽  
Melissa Stormont ◽  
Eun J. Lee
Keyword(s):  
Students With Disabilities ◽  
Content Knowledge ◽  
Special Educators ◽  
Teaching Science ◽  
Science Content ◽  
Self Directed Learning ◽  
Science Content Knowledge ◽  
Quality Instruction ◽  
Inclusive Settings ◽  
Directed Learning

Students with disabilities often struggle in science and underperform in this important content area when compared to their typical peers. Unfortunately, many special educators have had little preparation to develop science content knowledge or skills in methods for teaching science. Despite their lack of content knowledge, special educators are often solely responsible for teaching science to students with disabilities in resource settings and self-contained classrooms; while in inclusive settings, special educators may be called on to coteach or consult. Given their increased role in teaching this content, special educators may experience anxiety about their own science knowledge. This column provides special educators, via self-directed learning, with information and resources to enhance their science content knowledge and build awareness of students’ ideas in science so they can provide high-quality instruction in science for students with disabilities.

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