Author： Baxter Bonnie K. Jenkins Carolyn C. Southerland Sherry A. Wilson Paula
Publisher： Springer Publishing Company
ISSN： 1046-560X
Source： Journal of Science Teacher Education, Vol.15, Iss.3, 2004-08, pp. : 211-232
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Abstract
The development of new courses is strengthened by assessment and a response to the assessment. Two new science methods courses for elementary and secondary preservice teachers were developed, fostered by the Great Salt Lake Project. The preservice teachers designed and performed research projects that they then converted into inquiry-based teaching units. The professors applied a 3-layer assessment scheme to evaluate the courses and the preservice teachers based on changes in student attitudes, student-generated curricula, and internal course evaluations. Each type of assessment effectively informed the reform process, and strengths and weaknesses of the courses were revealed. Strengths of the courses included students learning to see science as a process and comprehending inquiry as a pedagogical approach. Weaknesses observed included a lack of understanding in three areas: the role of assessment, the need to address cultural issues, and the significance of scientific literacy.
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