Source: Journal of Science Teacher Education, Volume 21, Number 6, 643-664. (October, 2010).
The goal of this study was to explore the advantages of an approach to instruction.
The authors used current problems and issues as curriculum organizers and illustrated how teaching must change to accomplish real learning.
41 preservice science teachers participated in a model science teacher education program.
13 participants were male and 28 participants were female.
Both qualitative and quantitative research methods were used to determine success with science discipline-specific “Societal and Educational Applications” courses as one part of a total science teacher education program at a large Midwestern university.
Students were involved with idea generation, consideration of multiple points of views, collaborative inquiries, and problem solving.
All of these factors promoted grounded instruction using constructivist perspectives that situated science with actual experiences in the lives of students.