Academic Scholarship

Learning to Teach Elementary Science

Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 18(1), 16-23, November 2003

Photo Needed Debra Zinicola, Ed.D.
Department of Educational Studies
Roberta Devlin-Scherer, Ed.D.
Department of Educational Studies

Recommendations by curriculum reformers have discouraged superficial,teacher-directed coverage of science content in favor of the adoption of practices designed to engage elementary students. Elementary preservice education students in a northeastern university participated in a course designed to help prospective teachers reduce reliance on textbook teaching. Instead, they examined and practiced active teaching strategies designed to engage their students as they taught science lessons to children. Evidence of specific strategies preservice teachers used as they taught grade 1-8 science lessons is presented.

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