Faculty Articles

Improving the teaching of science for our future elementary school teachers

Document Type

Article

Publication Title

Florida Association of Teacher Educators (FATE) E-Journal

Publication Date

1-1-2003

Abstract

Science has not always been an esteemed subject of the elementary school curriculum. Historically, it was the last of the major academic disciplines to be included in the American K-8 curriculum. In international comparisons with students from other countries, U.S. students generally rank low in science achievement. Yet, children generally love science and are naturally curious about almost everything. They are natural problem identifiers and solvers. However, oftentimes elementary school teachers spend very little time teaching this essential subject for a number of reasons. Moreover, even the State of Florida’s well-publicized and contentious Florida Comprehensive Assessment Test (FCAT), has now added a science section this past school year. We, as teacher educators, must insure that we provide our pre-service elementary school teachers, who are generalists who teach most if not all the school subjects, a contemporary source of appropriate and relevant pedagogy, subject matter content, learning activities, and resources to teach science to all children of grades K-6 if we are ever to turn this cycle around. Results of our surveys indicate that our students, upon graduation from our elementary education program, often feel inadequately prepared to teach science. However, surveys of our working graduates suggest greater confidence in the classroom. Interviews with faculty and administrators at primary and post-secondary institutions indicate that they share similar concerns about science content and pedagogy in teacher education programs. Significantly, although many institutions have increased the science requirements for pre-service teachers, they have not taken steps to coordinate institutional goals and outcomes in the Natural Sciences.

Volume

1

Issue

3

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