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ERIC Number: EJ796421
Record Type: Journal
Publication Date: 2005
Pages: 14
Abstractor: ERIC
Reference Count: 39
ISSN: ISSN-1536-3031
Using a Science/Technology/Society Approach to Prepare Reform-Oriented Science Teachers: The Case of a Secondary Science Methods Course
Dass, Pradeep M.
Issues in Teacher Education, v14 n1 p95-108 Spr 2005
Reformed preparation of science teachers is indeed vital for the vision of science teaching reform to be accomplished. Typically, a critical component of a preservice science teacher preparation program is the science teaching methods course. The usual intent of this course is to help preservice science students develop an understanding of various aspects of science instruction such as pedagogical approaches, management strategies, and assessment techniques. For the most part, these aspects are taught as separate instructional units or topics. Since the methods course is taken prior to student teaching and may not include a field component, preservice science students often do not get a simultaneous opportunity to experience how these different aspects interplay in the actual classroom context. In order to "reform" a secondary science teaching methods course, the author implemented a Science/Technology/Society (STS) approach to engage the preservice science students in scientific explorations around issues, questions or problems drawn from real life situations. Thus, they experienced science learning in much the same way as their high school students ought to, for the reform vision to be accomplished. Various aspects of science instruction such as classroom management and assessment were addressed within the context of these scientific explorations. The semester-long methods course was organized around these explorations which provided his preservice science students with a hands-on/minds-on experience in science instruction that embodied the spirit of current reform in the teaching of science. The study reported in this article was aimed at exploring the impact STS approaches have on preservice science students' understanding of the visions of contemporary science education reform and their attitudes toward contributing to this reform. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A