Teaching primary teacher education students how to teach science.

David McKinnon; Lena Danaia; Vicki Parkes

Teaching primary teacher education students how to teach science.

David McKinnon, Lena Danaia, Vicki Parkes

Research output: Book chapter/Published conference paper › Conference paper › peer-review

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Abstract

: This paper describes a problem-based pedagogical approach adopted in a compulsory science and technology curriculum subject within a Bachelor Education (Primary) degree. Students demonstrate their content knowledge, collaborative skills and pedagogical content knowledge within a criterion referenced assessment framework. A quasi-experimental pre/post-test design is used to assess students' developing content knowledge, scientific conceptions and complexity of their reasoning. In addition, ongoing feedback and evaluation procedures are built into the subject, which has allowed tutors to make continual improvements to the subject.

Original language	English
Title of host publication	Sustainable Responsible Global
Editors	V. Dawson
Place of Publication	Perth, Australia
Publisher	Science Teachers' Association of Western Australia
Pages	297-301
Number of pages	5
ISBN (Electronic)	9780980370300
Publication status	Published - 2007
Event	World Conference on Science and Technology Education - Perth, Australia, Australia Duration: 08 Jul 2007 → 12 Jul 2007

Conference

Conference	World Conference on Science and Technology Education
Country/Territory	Australia
Period	08/07/07 → 12/07/07

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CSU279974Accepted author manuscript, 380 KB

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title = "Teaching primary teacher education students how to teach science.",

abstract = ": This paper describes a problem-based pedagogical approach adopted in a compulsory science and technology curriculum subject within a Bachelor Education (Primary) degree. Students demonstrate their content knowledge, collaborative skills and pedagogical content knowledge within a criterion referenced assessment framework. A quasi-experimental pre/post-test design is used to assess students' developing content knowledge, scientific conceptions and complexity of their reasoning. In addition, ongoing feedback and evaluation procedures are built into the subject, which has allowed tutors to make continual improvements to the subject.",

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author = "David McKinnon and Lena Danaia and Vicki Parkes",

note = "Imported on 03 May 2017 - DigiTool details were: publisher = Perth, Australia: Science Teachers' Association of Western Australia, 2007. editor/s (773b) = Venville, G , and Dawson, V ; Event dates (773o) = 8-12 July 2007; Parent title (773t) = World Conference on Science and Technology Education.; World Conference on Science and Technology Education ; Conference date: 08-07-2007 Through 12-07-2007",

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editor = "V. Dawson",

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publisher = "Science Teachers' Association of Western Australia",

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AU - Danaia, Lena

AU - Parkes, Vicki

N1 - Imported on 03 May 2017 - DigiTool details were: publisher = Perth, Australia: Science Teachers' Association of Western Australia, 2007. editor/s (773b) = Venville, G , and Dawson, V ; Event dates (773o) = 8-12 July 2007; Parent title (773t) = World Conference on Science and Technology Education.

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Y1 - 2007

N2 - : This paper describes a problem-based pedagogical approach adopted in a compulsory science and technology curriculum subject within a Bachelor Education (Primary) degree. Students demonstrate their content knowledge, collaborative skills and pedagogical content knowledge within a criterion referenced assessment framework. A quasi-experimental pre/post-test design is used to assess students' developing content knowledge, scientific conceptions and complexity of their reasoning. In addition, ongoing feedback and evaluation procedures are built into the subject, which has allowed tutors to make continual improvements to the subject.

AB - : This paper describes a problem-based pedagogical approach adopted in a compulsory science and technology curriculum subject within a Bachelor Education (Primary) degree. Students demonstrate their content knowledge, collaborative skills and pedagogical content knowledge within a criterion referenced assessment framework. A quasi-experimental pre/post-test design is used to assess students' developing content knowledge, scientific conceptions and complexity of their reasoning. In addition, ongoing feedback and evaluation procedures are built into the subject, which has allowed tutors to make continual improvements to the subject.

KW - Open access version available

KW - Curriculum

KW - Pre-service teachers

KW - Primary teacher education

KW - Science

M3 - Conference paper

SP - 297

EP - 301

BT - Sustainable Responsible Global

A2 - Dawson, V.

PB - Science Teachers' Association of Western Australia

CY - Perth, Australia

T2 - World Conference on Science and Technology Education

Y2 - 8 July 2007 through 12 July 2007

ER -

Teaching primary teacher education students how to teach science.

Abstract

Conference

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