An evaluation of an elementary science methods course with respect to preservice teacher’s pedagogical development in a mid-west state university in the United States

Teacher education is a key element in almost every education reform or innovation. One recommendation made in the report Rising Above the Gathering Storm (NAS, 2007) and the No Child Left Behind Act enforced in 2001is that more well-qualified mathematics and science teachers are needed for the U.S. Teacher preparation programs influence preservice elementary teachers’ attitudes of teaching science in the classroom. Abell, Appleton and Hanuscin (2010) stated that “the science methods course is the primary vehicle through which prospective elementary teachers learn to teach science” (p. 40). Unfortunately, little research has been done on the study of the science methods curriculum for the preparation of preservice elementary teachers (Weiss, 2002; Yager, 2005). Although there have been other studies conducted on science methods courses, these studies have typically focused on only areas such as inquiry approaches to teaching (Friedrichsen, 2001; Haefner & Zembal-Saul, 2004; Howes, 2002; Kelly, 2001; Lee, Hart, Cuevas & Enders, 2004; Schwarz & Gwekwerere, 2007) and teaching the nature of science (Akerson & Hanuscin, 2007; Bianchini & Colburn, 2000; Bianchini & Windschitl, 2006; Harold, Samuel, & Andersen, 1991; Liu & Lederman, 2007; Tsai, 2006). Less research has been done to study which curriculum components are considered valuable in science methods course. There is a lack of universally accepted goals or objectives for elementary science methods classes. Currently, each teacher-preparing institution invents its own way of educating teachers with little or no attention paid to or knowledge of what those in other institutions are doing (Smith & Gess-Newsome, 2004).

To understand further what science curriculum should be included in science methods courses, the author performed a literature review of recommendations from professional organizations dedicated to the preparation of elementary science teachers. The National Science Teachers Association (NSTA)’s 2004 Position Statement on Science Teacher Preparation states that teacher educators should “demonstrate advanced knowledge of science and pedagogy in their fields” (p.3). Similarly, the Association for Science Teacher Education (ASTE)’s 2004 Position Statement on Science Teacher Preparation and Career-Long Development states that excellent science teacher preparation should have teachers “engage in activities that promote their understanding of science concepts and the history and nature of science; develop science-specific pedagogical knowledge grounded in contemporary scholarship” (p.2). Moreover, the National Research Council’s Committee on Science and Mathematics Teacher Preparation (CSMTP) recommends that teacher education in science, mathematics, and technology should allow teachers to acquire and regularly update content knowledge and pedagogical knowledge that enhances student learning and achievement (National Research Council, 2001). The Professional Standards for the Accreditation of Teacher Preparation (NCATE, 2008) states that teachers should “know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Elementary teachers can design and implement age-appropriate inquiry lessons to teach science, to build student understanding for personal and social applications, and to convey the nature of science” (p.54). From these documents, it is obvious that science content and pedagogical knowledge should be emphasized in the preparation of science teachers, and that knowledge of the nature of science is also crucial. Hence, it is left to teacher educators to decide which science teaching elements to put in a single and relatively compressed science methods course that may last for only one semester as part of a broader preservice teachers’ course in elementary instruction methods.