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Theoretical, Contextual, and Pedagogical Foundations for the

Elementary Science methods Course

Oleh:

Susilawati, M.Pd

September 2014


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Types of knowledge needed for teaching science

teachers:

Subject Matter Knowledge

built this knowledge through theirexperiences as science learners and

teachers Pedagogical Knowledge

information should be part of a

syllabus, how to deal withproblematic classroom situations,and how to assign grades


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Knowledge of Context

Because preparing future teachers is a

collaborative effort among scientists,

educators, school personnel, and policy

makers, methods course instructors need to

understand the context of teacher

education in their country, state, anduniversity.


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Orientation to Teaching Teachers

PCK for Learners

PCK for Curriculum

PCK for Instructional Strategies

PCK for Assessment

The elementary science methods instructor needs:


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Perspectives on Science Teacher Learning

Views about Learning and Teaching

A key goal of your methods course is to helpyour methods students develop suffcient PCK

for teaching science to enable them tocommence teaching sciencewhat might becalled a starter pack. So, to design and

implement a science methods course, youneed to have a clear idea about thedevelopment of PCK for teaching elementaryscience and your PCK for teaching teachers.


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Schema Theory

This process of making links between experiences andideas can be considered as analogous to neurons in thebrain forming links to other neuronsthough perhapsin very different parts of the brain. As the brain

receives new information the schemata are modifedand extended. This process continues as the childgrows. There is evidence to suggest that neurongrowth (or at least replacement) continues through-outlife, and that there are a couple of periods of rapid

neuron growth inchildren. Schema theory also provides a perspective onwhat happens when we remember something.


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Constructivist Theories

Personal Constructivism

Social Constructivism


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Asmar and Peter, from the science department.

They are all seeking relief from marking

assignments and exams. Peter complains, Iget so frustrated with these students! They

get the simplest things wrong.Asmar nods in

agreement, Doesntmatter how many timesyou tell them, they still mess it up. Peter

continues, Imean, Ivetold them three times,

and itsin their text book. Why cantthey just

learn it?They are both looking at Noeline as

if she can explain the mystery. What could she

say


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Diskusi

In the above scenario, Asmar and Peter haverevealed aspects of their views about learning

What views about learning do Peter and Asmarseem to have? How would you answer if you

were Noeline? Could you make any

suggestions as to how Peter and Asmar mightchange the way they do things?


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Diskusi:

You probably have some ideas about learning

that you have picked up from various places.

On a notepad jot down some dot points that

you think might be important ideas in

explaining how learning occurs.

What aspects of behavioral theory align with

your thinking? Is this an area that you would

like to fnd out more about?


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Diskusi

What is there about Social Cognitive Theory thatstrikes a chord with you?

Were any of these points on your list?

How could you apply this to your science methods

class?

Given that constructivism has been around for over 20years, you have probably come across it before.

Were some aspects of your list about learningrelated to constructivism?

Perhaps this introduction has triggered a few more

ideas. Add them to your list.


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Diskusi

How many of the ideas from these theories matchedwith those on your list?

Which of the theories would you like to learn moreabout?

Which do you see as being relevant to your ownteaching situation?

Which do you think are important for your methods

students to know about?Which of these ideas about learning do you think

would help explain Asmar and Peters problem?


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Diskusi

Do any aspects of this view of learning strike a

chord with you?

Using the above outline as a basis, prepare an

explanation that Noeline could use to explain

to Asmar and Peter why their students have

diffculty during examinations.


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Earlier in the chapter, we asked you to write a list of

ideas about learning that you could think of. Review

your list, and add to it new ideas that you havepicked up from reading the further ideas discussed.

Have any of your ideas changed? In what way?

Regarding Noeline being asked to present her ideas

about learning at an informal presentation to the

science faculty:

If you were Noeline, what would you say?

Prepare a presentation that you would use to helpcolleagues understand your views. Try to organize

an opportunity to present it to some colleagues.


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