Tag: elementary

The Periodic Tile Project: Exploring the Elements With Teacher Candidates Through Science and Art

by Franklin S. Allaire, University of Houston-Downtown
Abstract

Studies have shown that teacher candidates enrolled in teacher preparation programs, particularly those in early childhood and elementary certification tracks, do not feel comfortable with science content or feel confident in their ability to teach science effectively as they enter student teaching. The Periodic Tile Project is an interdisciplinary project and performance assessment that takes an essential component of the chemistry curriculum that is often treated as a static tool to be memorized and brings the dynamic facets of the elements to life through the integration of science and art. Integrating science and art in performance-based assessments has been shown to increase engagement, self-motivation, and sense of ownership and enhance expression and communication skills in K–12 students. It can provide the same benefits to science teacher candidates. This article describes the use of the Periodic Tile Project with teacher candidates to explore the elements in a fun, meaningful, and memorable way.

Engaging Preservice Teachers in Collaborative Inquiry Projects During Remote Instruction

by Julie Robinson, University of North Dakota; & Rebekah Hammack, Montana State University
Abstract

We implemented a remote collaborative inquiry project with elementary preservice teachers who were enrolled in their science methods course during the 2020–2021 academic year. The courses were taught in one of three modalities: (1) fully online and asynchronous (graduate students seeking initial licensure), (2) fully online with synchronous and asynchronous components (undergraduate students), and (3) blended with face-to-face and asynchronous online components (undergraduate students). During the project, groups of two to four preservice teachers engaged remotely in collaborative, hands-on inquiry projects and documented their communication throughout the process. The remote collaborative inquiry projects were adapted from existing course assignments that had previously been used in face-to-face settings. We found that despite encountering some unexpected challenges with implementation, most participants recognized the value of group work for learning science. However, many preservice teachers, especially undergraduate students, focused on completing a quality end product rather than the learning that occurred throughout the process of collaboration and inquiry. It was also clear that many did not differentiate between collaborative and cooperative learning and often utilized a divide-and-conquer cooperative strategy. Future implementations of the project should intentionally provide opportunities for preservice teachers to discuss the differences between collaboration and cooperation and how these strategies impact learning in addition to the completion of a final product.

A 20-year Journey in Elementary and Early Childhood Science and Engineering Education: A Cycle of Reflection, Refinement, and Redesign

by Cody Sandifer, Towson University; Pamela S. Lottero-Perdue, Towson University; & Rommel J. Miranda, Towson University
Abstract

Over the past two decades, science and engineering education faculty at Towson University have implemented a number of course innovations in our elementary and early childhood education content, internship, and methods courses. The purposes of this paper are to: (1) describe these innovations so that faculty looking to make similar changes might discover activities or instructional approaches to adapt for use at their own institutions and (2) provide a comprehensive list of lessons learned so that others can share in our successes and avoid our mistakes. The innovations in our content courses can be categorized as changes to our inquiry approach, the addition of new out-of-class activities and projects, and the introduction of engineering design challenges. The innovations in our internship and methods courses consist of a broad array of improvements, including supporting consistency across course sections, having current interns generate advice documents for future interns, switching focus to the NGSS science and engineering practices (and modifying them, if necessary, for early childhood), and creating new field placement lessons.

Enacting Wonder-infused Pedagogy in an Elementary Science Methods Course

by Andrew Gilbert, George Mason University; & Christie C. Byers, George Mason University
Abstract

Future elementary teachers commonly experience a sense of disconnection and lack of confidence in teaching science, often related to their own negative experiences with school science. As a result, teacher educators are faced with the challenge of engaging future teachers in ways that build confidence and help them develop positive associations with science. In this article, we present wonder-infused pedagogy as a means to create positive pathways for future teachers to engage with both science content and teaching. We first articulate the theoretical foundations underpinning conceptions of wonder in relation to science education, and then move on to share specific practical activities designed to integrate elements of wonder into an elementary methods course. We envision wonder-infused pedagogy not as a disruptive force in standard science methods courses, but rather an effort to deepen inquiry and connect it to the emotive and imaginative selves of our students. The article closes with thorough descriptions of wonder related activities including wonder journaling and a wonder fair in order to illustrate the pedagogical possibilities of this approach. We provide student examples of these artifacts and exit tickets articulating student experiences within the course. We also consider possible challenges that teacher educators may encounter during this process and methods to address those possible hurdles. We found that the process involved in wonder-infused pedagogy provided possibilities for future teachers to reconnect and rekindle a joyful relationship with authentic science practice.