Abstract
The development of new courses is strengthened by assessment and a response to the assessment. Two new science methods courses for elementary and secondary preservice teachers were developed, fostered by the Great Salt Lake Project. The preservice teachers designed and performed research projects that they then converted into inquiry-based teaching units. The professors applied a 3-layer assessment scheme to evaluate the courses and the preservice teachers based on changes in student attitudes, student-generated curricula, and internal course evaluations. Each type of assessment effectively informed the reform process, and strengths and weaknesses of the courses were revealed. Strengths of the courses included students learning to see science as a process and comprehending inquiry as a pedagogical approach. Weaknesses observed included a lack of understanding in three areas: the role of assessment, the need to address cultural issues, and the significance of scientific literacy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
