Designing and Teaching the Secondary Science Methods Course

An International Perspective

  • Aaron J. Sickel
  • Stephen B. Witzig

Table of contents

  1. Front Matter
    Pages i-viii
  2. Stephen B. Witzig, Aaron J. Sickel
    Pages 1-8
  3. Interdisciplinary Science Methods Courses

    1. Front Matter
      Pages 9-9
    2. Stephen B. Witzig
      Pages 33-52
    3. Shirly Avargil, Ornit Spektor-Levy, Michal Zion
      Pages 53-70
    4. Heba El-Deghaidy
      Pages 71-87
  4. Interdisciplinary Science Methods Courses

    1. Front Matter
      Pages 89-89
    2. Fred Janssen, Jan Van Driel
      Pages 91-107
    3. Danusa Munford, Marina De Lima Tavares, Francisco Ângelo Coutinho, Maria Luiza Neves
      Pages 109-127
    4. Sevgi Aydin-Günbatar, Betül Demirdöğen
      Pages 129-148
    5. Elizabeth Mavhunga, Marissa Rollnick
      Pages 149-170
    6. Keith Postlethwaite, Nigel Skinner
      Pages 171-187
    7. Nam-Hwa Kang
      Pages 189-206
    8. Ann E. Rivet
      Pages 207-221
  5. Synthesis across Contexts

    1. Front Matter
      Pages 223-223
    2. Aaron J. Sickel, Stephen B. Witzig
      Pages 225-250
  6. Back Matter
    Pages 251-255

About this book


The improvement of science education is a common goal worldwide. Countries not only seek to increase the number of individuals pursuing careers in science, but to improve scientific literacy among the general population. As the teacher is one of the greatest influences on student learning, a focus on the preparation of science teachers is essential in achieving these outcomes. A critical component of science teacher education is the methods course, where pedagogy and content coalesce. It is here that future science teachers begin to focus simultaneously on the knowledge, dispositions and skills for teaching secondary science in meaningful and effective ways. This book provides a comparison of secondary science methods courses from teacher education programs all over the world. Each chapter provides detailed descriptions of the national context, course design, teaching strategies, and assessments used within a particular science methods course, and is written by teacher educators who actively research science teacher education. The final chapter provides a synthesis of common themes and unique features across contexts, and offers directions for future research on science methods courses. This book offers a unique combination of ‘behind the scenes’ thinking for secondary science methods course designs along with practical teaching and assessment strategies, and will be a useful resource for teacher educators in a variety of international contexts.


science methods course science education science teacher education teacher preparation science pedagogy

Editors and affiliations

  • Aaron J. Sickel
    • 1
  • Stephen B. Witzig
    • 2
  1. 1.Western Sydney UniversityAustralia
  2. 2.University of Massachusetts DartmouthUSA

Bibliographic information