Abstract
To engage elementary preservice teachers enrolled in a science methods course in authentically doing science, I developed an assignment focused on the NGSS scientific practices. Unless preservice teachers engage in some type of authentic science, they will never understand the scientific practices and will be ill-equipped to communicate these practices to their future students or engage future students in authentic science. The two main objectives for this assignment were for the PSTs to gain a more realistic understanding of how science is done and gain confidence in conducting investigations incorporating the scientific practices to implement in their future classrooms. To obtain evidence about how these objectives were met, I posed the following questions: What do PSTs learn about using the practices of science from this experience, and what do they predict they will implement in their future teaching relevant to authentic investigations using the scientific practices? Quotes from preservice teachers demonstrating their (a) learning relevant to doing science, (b) their struggles doing this type of investigation, and (c) predictions of how they might incorporate the scientific practices in their future teaching are included. The assignment and the challenges encountered implementing this assignment in a science methods course are also described.
Innovations Journal articles, beyond each issue's featured article, are included with ASTE membership. If your membership is current please login at the upper right.
References
Chalmers, C., Carter, M., Cooper, T., & Nason, R. (2017). Implementing “big ideas” to advance the teaching and learning of science, technology, engineering, and mathematics (STEM). International Journal of Science and Mathematics Education, 15(Suppl. 1), S25–S43. https://doi.org/10.1007/s10763-017-9799-1
Darling-Hammond, L. (2008). Introduction: Teaching and learning for understanding. In L. Darling-Hammond, B. Barron, P. D. Pearson, A. H. Schoenfeld, E. K. Stage, T. D. Zimerman, G. N. Cervetti, & J. L. Tilson (Eds.), Powerful learning: What we know about teaching for understanding (pp. 1–9). Josey Bass.
Duschl, R. A., & Bybee, R. W. (2014). Planning and carrying out investigations: An entry to learning and to teacher professional development around NGSS science and engineering practices. International Journal of STEM Education, 1, Article 12. https://doi.org/10.1186/s40594-014-0012-6
English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(Suppl. 1), S5–S24. https://doi.org/10.1007/s10763-017-9802-x
Grossman, P., Pupik Dean, C. G., Kavanagh, S. S., & Herrmann, Z. (2019). Preparing teachers for project-based teaching. Phi Delta Kappan, 100(7), 43–48. https://doi.org/10.1177/0031721719841338
Kloser, M. (2017). The nature of the teachers’ role in supporting student investigations in middle and high school science classrooms: Creating and participating in a community of practice [Commissioned paper]. National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12. https://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_189499.pdf
Krajik, J., McNeill, K. L., & Reiser, B. J. (2008). Learning-goals-driven design model: Developing curriculum materials that align with national standards and incorporate project-based pedagogy. Science Education, 92(1), 1–32. https://doi.org/10.1002/sce.20240
Lesh, R., & Zawojewski, J. (2007). Problem solving and modeling. In F. K. Lester, Jr., (Ed.), Second handbook on research on mathematics teaching and learning (Vol. 2, pp. 763–804). Information Age Publishing.
Li, Y., Schoenfeld, A. H., diSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A. (2019). On thinking and STEM education. Journal for STEM Education Research, 2(1), 1–13. https://doi.org/10.1007/s41979-019-00014-x
Llewellyn, D. (2001). Inquire within: Implementing inquiry-based science standards. Corwin Press.
Morrison, J. A. (2008). Individual inquiry investigations in an elementary science methods course. Journal of Science Teacher Education, 19(2), 117–134. https://doi.org/10.1007/s10972-007-9086-z
National Academies of Sciences, Engineering, and Medicine. (2019). Science and engineering for grades 6–12: Investigation and design at the center. National Academies Press. https://doi.org/10.17226/25216
NGSS Lead States. (2013). Next generation science standards: For states, by states. National Academies Press. https://doi.org/10.17226/18290
National Research Council. (2012).Framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press. https://doi.org/10.17226/13165.
Tsybulsky, D., & Muchnik-Rozanov, Y. (2019). The development of student-teachers’ professional identity while team-teaching science classes using a project-based learning approach: A multi-level analysis. Teaching and Teacher Education, 79, 48–59. https://doi.org/10.1016/j.tate.2018.12.006
Tsybulsky, D., & Oz, A. (2019). From frustration to insights: Experiences, attitudes, and pedagogical practices of preservice science teachers implementing PBL in elementary school. Journal of Science Teacher Education, 30(3), 259–279. https://doi.org/10.1080/1046560X.2018.1559560