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

本计画是为未来大量的国小教师改革概念物理课程。 教学内容的知识被编织到织物的过程中，使未来的小学教师认识到学习物理概念和使用改革为基础的教学法在他们未来的角色在课堂上的相互依存关系。在促进科学概念和教学法的积极学习的同时，这项努力远远超出了以探究为基础的科学教学模式。 更重要的是，这门课程为未来的教师提供了机会，发展和建立自己的元认知技能和观点，因为他们反映了自己的学习物理现象，了解孩子们如何谈论和学习物理现象，并更加意识到如何研究文献描述的方式，孩子们认为物理现象。它还有助于应用综合内容和教学法的发展中的理解，因为这些未来的教师寻求制定适合年龄的课程计划，用于在小学科学教室内教授物理科学概念。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学习科学的信念框架的调查中表现出积极的进步。 由于这门课程，预计堪萨斯州立大学未来专注于科学的小学教师数量将在统计上显着增加。该项目汇集了一个经验丰富的基于学科的STEM教育研究人员团队与教师教育工作者，因为他们制定了在大型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）走向一个充分发展的课程模型，考虑和传播在其他大型招生职前教师科学类在美国这个项目的制度化，确保它将继续产生一个有能力的小学教师谁选择集中在科学的干部。

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.