Impact of a Science Methods Course on Pre-Service Elementary Teachers' Knowledge and Confidence of Teaching with Scientific Inquiry and Problem-Based Learning

Authors

L. Y. Whiteman, Virginia State University
T. M. Walker, Virginia State University
T. L. Spencer, Virginia State University

Publication Date

2015

Abstract

The purpose of this study was to measure the impact of an elementary science methods course on pre-service teachers' knowledge and confidence of teaching with inquiry and problem-based instructional strategies. Changes in pre-service teachers' knowledge and confidence were measured before and after completing the course activities using a pilot survey entitled "Science Pedagogical Content Knowledge & Confidence (PCKC) Survey." An integrated lecture/laboratory elementary science methods course engaged participants with hands-on activities designed to increase their pedagogical content knowledge: including theory, planning and implementation of inquiry, and problem-based learning. The results indicated that pre-service teachers' knowledge and confidence improved as a result of enrollment in the elementary science methods course. This article validates reform movements to incorporate scientific inquiry and problem-based learning into coursework.

Volume

15

Issue

1

First Page

33

Last Page

52

Rights

© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)

DOI

https://doi.org/10.25891/TDTW-J495

Recommended Citation

Whiteman, L. Y.; Walker, T. M.; and Spencer, T. L. (2015) "Impact of a Science Methods Course on Pre-Service Elementary Teachers' Knowledge and Confidence of Teaching with Scientific Inquiry and Problem-Based Learning," Journal of Mathematics and Science: Collaborative Explorations: Vol. 15: No. 1, Article 7.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol15/iss1/7