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ERIC Number: EJ1046688
Record Type: Journal
Publication Date: 2014-Dec
Pages: 24
Abstractor: As Provided
Reference Count: 66
ISBN: N/A
ISSN: ISSN-1046-560X
A Mile Wide or an Inch Deep? Improving Elementary Preservice Teachers' Science Content Knowledge within the Context of a Science Methods Course
Santau, Alexandra O.; Maerten-Rivera, Jaime L.; Bovis, Stephanie; Orend, Jacob
Journal of Science Teacher Education, v25 n8 p953-976 Dec 2014
Since the beginning of the reform movement in science education, there has been concern that elementary teachers lack the science content knowledge (SCK) needed to engage students in authentic scientific inquiry. This study included 19 preservice elementary teachers and examined the development of their SCK within the context of a uniquely designed elementary science methods course. A project-developed science knowledge test was administered at the beginning and the end of the science methods course, before and after science content was covered concurrent with modeled pedagogy. The preservice elementary teachers had adequate knowledge of low difficulty science content on the pretest, but demonstrated improvement on moderate and difficult science content, especially on topics emphasized in the methods course. Data analyses conducted on change in SCK using analysis of variance were statistically significant and demonstrated a large effect size. Details are discussed, along with large-scale implications and recommendations for elementary science teacher education.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A