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Curriculum Design of Science Methods Courses for Preservice Science Teachers: Analysis of Contents and Decision-Making Process
Sat, April 23, 9:45 to 11:15am PDT (9:45 to 11:15am PDT), Division Virtual Rooms, Division K - Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction Virtual Roundtable Session Room 1Abstract
Science methods courses (SMC) are a central piece of science teacher education. Typically, science teacher educators (STE) define the agenda for these courses. The purpose of this study is to describe the topics considered and identify the factors influencing their decision-making process. I conducted a multiple case study with 10 preservice STE (PSTE). They were grouped in three cases: elementary, middle school, and secondary levels. Participants designed a SMC syllabus, a reflection essay, among others. They participated in a think-aloud interview, oral reflections, and interviews. I conducted a thematic analysis with deductive coding. Findings show that PSTE covered most of the PCK dimensions in their syllabi. The main factor influencing their decisions were previously designed SMC syllabi.