Leveraging Technology to Develop Pre-Service Teachers’ TPACK in Mathematics and Science Methods Courses

2012 ◽  
pp. 170-182
Author(s):  
Kate Popejoy ◽  
Drew Polly
Keyword(s):  
Student Learning ◽  
Content Knowledge ◽  
Methods Course ◽  
Science Methods ◽  
Methods Courses ◽  
Science Methods Course ◽  
Science Concepts ◽  
Science Methods Courses ◽  
Mathematics And Science

These two cases address issues related to using technology as a tool to develop pre-service teachers’ Technological Pedagogical and Content Knowledge (TPACK) in mathematics and science methods courses. The chapter assumes the following scenario and overarching case study question: You and your colleagues are the course instructors of a mathematics and a science methods course. Your pre-service teachers typically lack content knowledge in mathematics and science. Further, you must also address pedagogies and how to use technology as a tool to support student learning of mathematics and science concepts. What activities can you create to simultaneously develop knowledge of content, pedagogies and how to teach with technology?

scholarly journals THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS’ BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT

2019 ◽  
Vol 18 (1) ◽  
pp. 19-38
Author(s):  
Amani K. Hamdan Alghamdi ◽  
Sun Young Kim
Keyword(s):  
Saudi Arabia ◽  
Science Teaching ◽  
Content Knowledge ◽  
Methods Course ◽  
Science Methods ◽  
Teaching Beliefs ◽  
Science Content ◽  
Science Methods Course ◽  
Science Content Knowledge ◽  
The Impact

This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five- point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs’ beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the ‘neither agree nor disagree’ category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs’ science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.

A Case Study for Use in Science Methods Courses

1998 ◽  
Vol 9 (2) ◽  
pp. 153-164 ◽  
Author(s):  
Alan Colburn ◽  
John W. Tillotson
Keyword(s):  
Science Methods ◽  
Methods Courses ◽  
Science Methods Courses

scholarly journals A Confucian Framework For Categorizing Elementary Pre-service Teachers Expectations Of Their Science Methods Course

2008 ◽  
Vol 5 (12) ◽  
Author(s):  
Richard P. Hechter ◽  
Lynette D. McGregor
Keyword(s):  
Preservice Teachers ◽  
Science Teacher ◽  
Elementary Science ◽  
Teacher Educators ◽  
Methods Course ◽  
Science Methods ◽  
Science Methods Course ◽  
Written Responses ◽  
Science Methods Courses ◽  
Science Teacher Educators

Science teacher educators strive to improve their elementary science methods courses through modification of existing content, activities, or teaching technique. But what do the enrolled preservice teachers expect to learn from these courses and how do they expect to learn it? This study qualitatively examines preservice elementary teachers’ expectations of: their science methods course, the activities of the course, the instructor, and of themselves. Upon entry to the elementary science methods course at two Midwestern colleges in the Fall term of 2008, preservice teachers (n=37) were asked to articulate what they expected to learn and how they expected to learn it. Their written responses were coded and categorized into one of three areas: imitation, reflection, and experience. These three categories, as a philosophical theoretical framework, stem from Confucius who suggested that the aforementioned areas were the keys to gaining wisdom. It is important, that as science teacher educators, we understand how our students expect to gain wisdom about their profession from our course.  It is our contention that preservice teachers' expectations of their elementary science methods course prior to the commencement of the course have far reaching effects into the context in which they engage within the course.

Teaching for conceptual change in elementary and secondary science methods courses

1999 ◽  
Vol 83 (3) ◽  
pp. 275-307 ◽  
Author(s):  
Robin Marion ◽  
Peter W. Hewson ◽  
B. Robert Tabachnick ◽  
Kathryn B. Blomker
Keyword(s):  
Conceptual Change ◽  
Secondary Science ◽  
Science Methods ◽  
Methods Courses ◽  
Science Methods Courses
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