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.
© 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/)
Whiteman, L. Y.; Walker, T. M.; and Spencer, T. L.
"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
, Article 7.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol15/iss1/7