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Science Teaching Methods Course 1
An introduction to science education and reform-based teaching was the emphasis of this course. Students participated in at least one guided and one open-inquiry investigation. The field experience was at the elementary level, with a teaching requirement of two to three lessons. Mentor teachers gave feedback and the university professor observed the lessons or a portion of the lessons. Active learning was the emphasis and inquiry teaching and learning was encouraged.
Science Teaching Methods Course 2
Micro-teaching was the emphasis of this course, as well as the development and defense of a research-based framework (RBF) for science teaching. The RBF was a document with 10 goals for the preservice teachers’ future grades 7–12 students, in which the prospective teachers described how they expected to help their students to attain the goals. In addition, relevant research must be linked to these strategies, making the case for the plan. Prospective teachers focused on teacher behaviors and the research that supported the strategies modeled and discussed with readings about a variety of teaching strategies, including inquiry. Once again, they participated in and discussed at least one class inquiry investigation. There were two sessions of 3-day lessons taught by the prospective teachers at the middle school level that were videotaped, audio taped, and analyzed by the university instructor with self-evaluation by the prospective teachers. Emphasis was on active learning strategies and student-teacher interactions. Inquiry was encouraged but not required.