PBL, Collaboration, Portfolio and Criterion Referenced Assessment in a Science and Technology Curriculum subject for beginning teachers

The teaching of science and technology in primary schools is fraught with problems. Teachers perceive science as being difficult and they lack the content knowledge and confidence to teach it. This paper describes an approach in a compulsory subject of the Bachelor of Education (Primary) degree that tackles the integrated skills required by pre-service teachers to address problems identified in various national and international reports. A problem-based learning approach is adopted. Students demonstrate their content knowledge, collaborative skills and pedagogical content knowledge within a criterion referenced assessment framework. Their development as teachers of science and technology is presented in an integrated assessment portfolio record of their experiences. A quasi-experimental pre/post-test design is used to assess students' developing content knowledge, scientific conceptions and cognitive reasoning. Three surveys were conducted by the CSU Evaluation Unit. Results show significant increases in content knowledge and complexity of cognitive reasoning, reductions in alternative scientific conceptions, and high levels of satisfaction with the approach. The discussion revolves around the student experience in the subject and usefulness of subject evaluation questionnaires to the teaching staff.