Preservice Teachers' Use of Content Knowledge and Formative Assessment in a Life Science Methods Course

• In Event: 65.079 - Roundtable Session 23
  In Roundtable Session: 65.079-10 - Teacher Candidates' Understandings and Uses of Assessment

Abstract

Preservice elementary teachers should learn essential science concepts, how to apply those concepts to practice in elementary science learning environments, and how to effectively connect students’ ideas to appropriate instructional strategies. To address these needs, we developed an innovative course for elementary preservice teachers built upon two pillars—life science content and formative assessment. Students learned biological science content and how to connect that content to essential concepts in the K-12 science standards. The focus on formative assessment allowed preservice teachers to utilize content knowledge to identify and respond to students’ ideas. Here, we present results of an embedded mixed methods study designed to evaluate the effect of this intervention on preservice teachers’ content knowledge and formative assessment practices.

Authors

• Jaime Sabel, University of Nebraska - Lincoln

• Cory T. Forbes, University of Nebraska - Lincoln

• Laura Zangori, University of Missouri - Columbia