Preservice Teachers' Meaningful Science Learning: A Collaborative Project between a College of Education and an Elementary School

Autor/inn/en	Velázquez Rivera, Lizzette M.; Quiñones Pérez, Isaris R.
Titel	Preservice Teachers' Meaningful Science Learning: A Collaborative Project between a College of Education and an Elementary School
Quelle	In: Journal of College Science Teaching, 52 (2023) 3, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Preservice Teachers; Science Education; College School Cooperation; Elementary Schools; Student Centered Learning; Social Problems; Ecology; Student Projects; Learning Experience; Field Trips + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Elementary school; Grundschule; Volksschule; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Social problem; Soziales Problem; Ökologie; Schulprojekt; Lernerfahrung; Exkursion
Abstract	This article describes how preservice elementary teachers learn about the nature of science and develop scientific literacy through a collaborative project that prepares them to design meaningful learning experiences for students. The Life's Replica Project was an effort between a college professor and an elementary school teacher to facilitate meaningful science learning. The preservice teachers were students from two college courses in a teacher preparation program. The project's strategy focused on learning through problematization and inquiry-based activities that engaged participants in diverse and collaborative learner-centered experiences. Students were presented with the problem of human beings' impact on Earth's ecosystems, and they were challenged to collaborate through community service by creating and presenting a product that addressed the needs they identified. Some of the project's assessments were the answers gathered in the KWH table (know, want to know, and how will we learn it), from group reflections on the learning experiences with the core activities of the project, and through the creation of educational materials. The project's assessment outcomes demonstrated its contribution to the development of meaningful science learning for preservice elementary teachers. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01