Designing and Teaching the Elementary Science Methods Course by Sandra K. Abell

By Sandra K. Abell

What do aspiring and practising ordinary technology instructor schooling college want to know as they plan and perform guideline for destiny ordinary technology academics? This scholarly and useful advisor for technology instructor educators outlines the idea, rules, and methods wanted, and gives lecture room examples anchored to these ideas. The theoretical and empirical foundations are supported by means of scholarship within the box, and the sensible examples are derived from actions, classes, and devices field-tested within the authors’ effortless technological know-how equipment classes. Designing and instructing the undemanding technological know-how tools direction is grounded within the theoretical framework of pedagogical content material wisdom (PCK), which describes how lecturers remodel subject material wisdom into workable guide of their self-discipline. Chapters on technological know-how equipment scholars as newbies, the technology tools direction curriculum, tutorial suggestions, tools direction evaluate, and the sphere adventure support readers advance their PCK for instructing potential hassle-free technology academics. "Activities that paintings" and "Tools for educating the equipment path" offer beneficial examples for placing this data into motion within the user-friendly technological know-how equipment path.

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Collaborations with methods instructors from other subject areas in helping prospective teachers learn to teach may be facilitated through the use of a framework that helps them identify essential aspects of teaching that are common to the disciplines. For example, one of us (Abell) once taught at an institution where methods courses were offered in a block. In this setting, each methods course instructor in the block shared a teaching and learning cycle that we made explicit to our students in our syllabi.

However, each time a part of the scaffolding sequence needs to be removed so that the student is pushed toward independence rather than continued reliance on the teacher. This is analogous to a metal scaffold erected around a building under construction—it is there only as long as needed, and is removed progressively as parts are completed. ” Learning is seen as being socially mediated, and bound to the context and specific situation in which it occurs. , Greeno, 1997). Because this theory emphasizes the role of enculturation (Rogoff, 1990), it has become important in teacher education, particularly influencing ideas about the practicum.

A theory of cognitive dissonance. In S. Schachter & M. ), Extending psychological frontiers: Selected works of Leon Festinger. New York: Russell Sage Foundation. 36 Foundations for the Course Flavell, J. H. (1985). ). Englewood Cliffs, NJ: Prentice Hall. Furth, H. G. (1969). Piaget and knowledge. Englewood Cliffs, NJ: Prentice Hall. Glasersfeld, E. V. (1987). The construction of knowledge: Contributions to conceptual semantics. Seaside, CA: Intersystems Publications. Greeno, J. G. (1997). On claims that answer the wrong questions.

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