NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023616
Record Type: Journal
Publication Date: 2013-Sep
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0047-231X
Content-Intensive Courses in an Undergraduate Science Education Minor and Impacts on Participating Students
Czworkowski, John; Seethaler, Sherry
Journal of College Science Teaching, v43 n1 p48-53 Sep 2013
The California Teach Program at the University of California, San Diego, recruits and prepares undergraduates interested in teaching science and mathematics. One of the products of the program is a set of courses taught by faculty in science disciplines that integrate subject matter with theories of learning and instruction, with the goal of providing a bridge between the students' science coursework and the teacher credential program. These science content-intensive courses, as well as the preliminary results on the effects of these courses on participating students, are described here. There are strong indications from surveys and analysis of student work that the courses are positively influencing students' attitudes toward teaching, that students' own learning of science has become more sophisticated, and that a foundation is being laid for development of the content-specific pedagogical knowledge and skills needed to teach in a way that is consistent with how people learn science. In addition, the possible impact of these courses on the way students learn science in their regular science courses has been found by tracking student performance in an introductory chemistry course sequence.
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A