Journal of Science Teacher Education

, Volume 24, Issue 6, pp 1049–1072

The Science Semester: Cross-Disciplinary Inquiry for Prospective Elementary Teachers

  • Danielle J. Ford
  • Steve Fifield
  • John Madsen
  • Xiaoyu Qian
Article

DOI: 10.1007/s10972-012-9326-8

Cite this article as:
Ford, D.J., Fifield, S., Madsen, J. et al. J Sci Teacher Educ (2013) 24: 1049. doi:10.1007/s10972-012-9326-8

Abstract

We describe the Science Semester, a semester-long course block that integrates three science courses and a science education methods course for elementary teacher education majors, and examine prospective elementary teachers’ developing conceptions about inquiry, science teaching efficacy, and reflections on learning through inquiry. The Science Semester was designed to provide inquiry-oriented and problem-based learning experiences, opportunities to examine socially relevant issues through cross-disciplinary perspectives, and align with content found in elementary curricula and standards. By the end of the semester, prospective elementary teachers moved from naïve to intermediate understandings of inquiry and significantly increased self-efficacy for science teaching as measured on one subscore of the STEBI-B. Reflecting on the semester, prospective teachers understood and appreciated the goals of the course and the PBL format, but struggled with the open-ended and student-directed elements of the course.

Keywords

Preservice teacher educationElementary teacher educationInquiryScience educationSelf-efficacy

Copyright information

© The Association for Science Teacher Education, USA 2012

Authors and Affiliations

  • Danielle J. Ford
    • 1
  • Steve Fifield
    • 2
  • John Madsen
    • 3
  • Xiaoyu Qian
    • 1
  1. 1.School of EducationUniversity of DelawareNewarkUSA
  2. 2.The Franklin InstitutePhiladelphiaUSA
  3. 3.Department of Geological SciencesUniversity of DelawareNewarkUSA