Abstract
This study reports our understanding of the views on problem-solving developed by prospective elementary teachers as a result of experiencing problem centered learning in an integrated math-science methods course. The course was designed to assist the prospective teachers to develop their problem solving skills in mathematics and science contexts and to develop problem-solving activities that integrate mathematics and science to use in their classrooms. Small group activities, where students had multiple opportunities to interact with concrete materials and to discuss their ideas, were emphasized. Data sources included audio taped interviews, field notes, and documents such as portfolios and lesson plans students produced during problem solving activities. Four assertions related to students’ attitudes toward problem solving, their knowledge of problem solving and problem solving processes, and the role of problem solving in elementary classrooms are discussed. Implications for planning and implementing integrated mathematics and science problem solving activities in methods courses and for continued research are presented.
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Briscoe, C., Stout, D. Integrating math and science through problem centered learning in methods courses: Effects on prospective teachers’ understanding of problem solving. J Elem Sci Edu 8, 66–87 (1996). https://doi.org/10.1007/BF03173748
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DOI: https://doi.org/10.1007/BF03173748