This article shares lessons learned from a 2-year environmental education professional development initiative with two cohorts. Each cohort consisted of school-based teams of elementary teachers. The professional development included a series of five workshops aimed at integrating environmental education across the curriculum, and each teacher team developed and implemented a school-based project to put these ideas into practice. The project team modified their approach between Cohorts 1 and 2 based on strengths and shortcomings of the first experience. Key takeaways to inform future professional development efforts include ensuring the timeframe of the project allows teachers to build momentum in their work, recruiting teams of teachers with diverse classroom experiences, and including presenters who can offer tangible and actionable ideas to use in the classroom.
Graphing is an important tool for seeing patterns, analyzing data, and building models of scientific phenomena. Teachers of elementary school children use graphs to display data but rarely as tools for analyzing or making sense of data (Coleman, McTigue, & Smolkin, 2011). We provide a set of lessons that guide preservice elementary school teachers to analyze their conceptions about graphing and use graphing to (a) see patterns in data, (b) discuss and analyze data, (c) model scientific phenomena, and (d) teach and assess inquiry-based science. Examples are adduced for how we guided and supported preservice elementary teachers in their conceptual understanding and deeper use of graphing.
Schoolyard pedagogy illustrates the theories, methods, and practices of teaching that extend beyond the four walls of a classroom and capitalize on the teaching tools available in the surrounding schoolyard. In this article, we describe the schoolyard pedagogy framework, which includes intense pedagogical experiences, opportunities and frequent access, and continuous support. We then provide an overview of how we are intentionally working toward developing schoolyard pedagogy in elementary preservice teachers at two universities. This includes providing collaborative experiences in the university schoolyard and nearby schools, individual experiences in nature, opportunities to see the possibilities in local schoolyards, and lesson planning that utilizes the schoolyard. We also discuss potential barriers and catalysts for schoolyard pedagogy during the induction years, future needs, and potential for continuous support.
The current article describes a sequence of lessons, readings, and resources aimed to prepare elementary preservice teachers for science instruction wherein student sensemaking, rather than vocabulary memorization, is prioritized. Within the article, I describe how the prompts, questions, and logistics of the The Great Ice Investigation drive my students’ in-class and out-of-class learning to start out every science methods course I teach. The readings and resources detailed that compliment the Great Ice Investigation should benefit both preservice as well as in-service elementary teachers just beginning to align their instruction with the Next Generation Science Standards. The lessons, readings, and resources described should be of value to science teacher educators looking to modify and improve how they prepare their students for next generation science instruction.