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ERIC Number: EJ1142984
Record Type: Journal
Publication Date: 2017-May
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0047-231X
Research and Teaching: Connecting Science Content and Science Methods for Preservice Elementary School Teachers
Kirst, Scott; Flood, Tim
Journal of College Science Teaching, v46 n5 p49-55 May 2017
The integration of an undergraduate science content course and science methods course into a single combined course for preservice teachers, including a precourse field experience, was undertaken at a small, liberal arts college. The conceptual framework for this new delivery system was grounded in the "Next Generation Science Standards (NGSS)." The "NGSS" also provided a common vocabulary for communication between the education and geology areas. Various methods of assessment were undertaken to determine the impact of this new paradigm versus the traditional system, specifically related to instilling a better understanding or even a passion for science in preservice teachers. Several outcomes were noted related to development of the course and student learning objectives: (a) The "NGSS" is a good place to start when comparing language and practices between disparate academic disciplines; (b) in general, preservice teachers in the new course had a deeper understanding of the nature of science; (c) the assessed critical thinking skills of those in the new course surpassed national norms; and (d) the development of appropriate assessment techniques is critical for evaluation of the program.
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 - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Wisconsin
Grant or Contract Numbers: 1141208