Designing and Teaching the Secondary Science Methods Course : : An International Perspective / / edited by Aaron J. Sickel, Stephen B. Witzig.

• HerausgeberIn: Sickel, Aaron J.; Witzig, Stephen B.
• Place / Publishing House: Rotterdam : : SensePublishers :, Imprint: SensePublishers,, 2017.
• Year of Publication: 2017
• Edition: 1st ed. 2017.
• Language: English
• Physical Description: 1 online resource (CCLVI, 8 p.)
• Other title: Preliminary Material --; Setting The Landscape /; The 5E Model as a Framework for Facilitating Multiple Teacher Education Outcomes /; Interdisciplinary Secondary Science Methods /; Developing Science Education Research Literacy Among Secondary In-Service Teachers /; Steam Methods /; Developing A Repertoire For Teaching Biology /; Educating Biology Teachers From A Socio-Cultural Perspective /; Chemistry Teaching Method Course For Secondary Science Teacher Training /; Implementing PCK Topic By Topic In Methodology Courses /; Educating New Secondary School Physics Teachers /; Methods For Physics Teachers /; Teaching Methods for Earth Science /; Science Methods Courses across Contexts /; Author Biographies /
• Bibliography: Includes bibliographical references and index.
• ISBN: 9463008810
• Hierarchical level: Monograph
• Statement of Responsibility: edited by Aaron J. Sickel, Stephen B. Witzig.

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.