TUES: Infusing Pedagogical Content Knowledge into a Physics Course for Future Elementary Teachers

这个项目是为大批未来的小学教师改革一门概念物理课程。教学内容知识被编织到课程的结构中，以便未来的小学教师认识到学习物理概念和使用基于改革的教学法在他们未来的课堂角色中的相互依存关系。在促进科学概念和教学方法的主动学习的同时，这种努力远远超出了以探究为基础的科学教学的建模。更重要的是，本课程为未来的教师提供了发展和建立他们自己的元认知技能和观点的机会，因为他们反思自己对物理现象的学习，理解儿童如何说话和学习物理现象，并更加了解研究文献如何描述儿童思考物理现象的方式。它还促进了对综合内容和教学法的发展理解的应用，因为这些未来的教师寻求在小学科学课堂上制定适合年龄的课程计划来教授物理科学概念。此外，这些未来的教师能够在测量他们对科学的理解和他们自己对学习科学的信念框架的调查中表现出积极的进步。这门课程的结果是，预计堪萨斯州立大学理科专业的未来小学教师人数将显著增加。该项目将一组经验丰富的学科STEM教育研究人员与教师教育工作者聚集在一起，因为他们制定了在大规模招生课程中整合科学和教育学学习的策略。由此产生的教学方法（正在开发和测试中）朝着一个完全成熟的课程模式发展，以供美国其他大量注册的职前教师科学班考虑和传播。这个项目的制度化确保了它将继续培养出一批选择专注于科学的有能力的小学教师骨干。

This project is reforming a conceptual physics course for large numbers of future elementary teachers. Pedagogical content knowledge is woven into the fabric of the course so that future elementary teachers recognize the interdependence of learning physics concepts and the use of reform-based pedagogy in their future roles in the classroom. While promoting active learning of both the science concepts and pedagogy, the effort goes well beyond modeling inquiry-based teaching of science. More importantly, this course provides opportunities for future teachers to develop and build upon their own metacognitive skills and perspectives as they reflect on their own learning of physical phenomena, understand how children talk and learn about physical phenomena, and become more aware of how the research literature describes ways in which children think about physical phenomena. It also facilitates the application of a developing understanding of integrated content and pedagogy as these future instructors seek to develop age-appropriate lesson plans for teaching physical science concepts within an elementary science classroom. Further, these future teachers are able to demonstrate positive improvements on surveys that measure their understandings of science and the framework of their own beliefs about learning science. As a result of this course, statistically significant increases are anticipated in the number of future elementary teachers concentrating in science at Kansas State University.The project brings together a team of experienced discipline-based STEM education researchers with teacher educators as they develop strategies that integrate the learning of science and pedagogy in a large enrollment course. The resulting instructional approach (being developed and tested) moves toward a fully developed course model for consideration and dissemination within other large enrollment pre-service teacher science classes in the U.S. The institutionalization of this project ensures that it will continue to produce a cadre of capable elementary teachers who choose to concentrate in science.