Is This a Course About Science? Tensions and Challenges with Engaging Preservice Elementary and Middle Years Teachers in Science Learning

Abstract

A university science course was developed specifically for preservice elementary and middle school teachers. As both the course developer and instructor, I faced various challenges relating to the intent and design of the course, including what epistemological knowledge and science content and processes these teacher candidates should experience in preparation for engaging their future students. The challenges extended to the instructional activities and pedagogical approaches that preservice teachers should experience in a course focused on science. In this chapter, I offer insight into discussions concerning the context for the course, motivations, intentions, and outcomes. I describe the main course activity in which collaborative groups investigated science questions supported by the First Year Research Experience (FYRE) program. Students also participated in science jigsaw peer teaching activities, interactions with research scientists, and laboratory and problem-solving activities involving science practice and data literacy skills. The chapter ends with comment concerning the success and possible next steps for the course.