Computer Science – Learning
Scientific paper
Sep 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006dps....38.4601g&link_type=abstract
American Astronomical Society, DPS meeting #38, #46.01; Bulletin of the American Astronomical Society, Vol. 38, p.571
Computer Science
Learning
Scientific paper
We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom?
Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level:
- Using a constructivist approach to teach physical science concepts and guided inquiry
- Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms
- Applying documented strategies for identifying and addressing student misconceptions; and
- Knowing how to select and adapt curriculum materials based on common preconceptions held by students.
The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service teacher progresses. Several examples of student preconceptions and a description of the teaching strategies used to help address specific misconceptions will be provided.
Grier Jennifer Ann
Ruberg Laurie
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