Elementary education majors experience hands-on learning in introductory biology

Abstract

Faculty members from the University of South Dakota attended the Curriculum Reform Institute offered by the University of Wisconsin at Oshkosh, WI, during the summer of 2002 to design a course sequence for elementary education majors that better meets their needs for both content and pedagogy based on the science education standards. The special section of introductory biology that resulted from this workshop is designed to use laboratories and activities that either help students learn major concepts in the life sciences or model how to teach these concepts to their future K-8 students. This study describes how the active, hands-on learning opportunity for preservice teachers with its emphasis on both content and performance-based assessment was implemented in an introductory biology course for elementary education majors during the spring of 2004. During the initial offering of this course, student perceptions about what helped them to learn in the special section was compared with their nonscience major peers in the large lecture-intensive class that they would have taken. Each group of students completed early and late web-based surveys to assess their perceptions about learning during the courses. After the completion of the course, students in the special section appreciated how the relevance of science and conducting their own scientific experimentation helped them learn, enjoyed working and studying in small groups, valued diverse class time with very little lecture, were more confident in their abilities in science, and were more interested in discussing science with others. This course format is recommended for science classes for preservice teachers.

فعالیة إستراتیجیة الید المفکرة على تنمیة المفاهیم والمهارات الحسابیة لدى التلامیذ ذوی صعوبات التعلم

“…) ‫ڃطٜوٍب‬ ‫؛‬ 2212 ‫؛حٿڄًَٜب‬ 2216 ‫آظَحطَـَش‬ ‫أڅ‬ ‫اٿي‬ ) ‫حٿَي‬ ‫حٿڄٴټَس‬ Hands-on ‫ي‬ ‫ا‬ ‫ٿ‬ ‫ا‬ ‫ش‬ ‫ٳ‬ ‫خ‬ ‫ا‬ ٟ ‫ا‬ ‫ب‬ ٌ ‫ا‬ َ ‫ڃ‬ ٖ ‫ظ‬ ‫ٿ‬ ‫ح‬ ‫ن‬ َ ‫ا‬ ‫ر‬ ٌ ‫ن‬ ‫و‬ ‫خ‬ ‫ا‬ ٬ ‫ظ‬ ‫ٿ‬ ‫ح‬ ‫پ‬ ‫ا‬ ‫ڄ‬ ٬ ‫ٿ‬ ‫ح‬ ‫ش‬ ‫ا‬ َ ‫ڄ‬ ‫ط‬ ‫ط‬ ٌ ‫ا‬ ‫ٳ‬ ‫ض‬ ‫ڄ‬ ‫خ‬ ‫ا‬ ٓ ‫ي‬ ‫ٷ‬ ‫حٿظ٬ڀڂ.‬ ‫ٳٌ‬ ‫وحٿيحٳ٬َش‬ ‫حٓػخٍس‬ ‫طوٿَي‬ ‫ٳٌ‬ ‫ٓخ٫يص‬ ‫أنىخ‬ ‫ٻڄخ‬ ‫رخٿظ٬ڀڂب‬ ‫حٕٓظڄظخ٩‬ ‫كٸٸض‬ ‫أنىخ‬ ‫اش‬ ‫حٿ٬َرَا‬ ‫اخص‬ ‫حٿيٍحٓا‬ ‫ان‬ ‫ڃا‬ ‫اي‬ ‫حٿ٬يٍا‬ ‫اَخص‬ ‫وطوٛا‬ ‫اخثؾ‬ ‫نظا‬ ‫اشب‬ ‫حٿيٍحٓا‬ ‫اٌه‬ ‫رىا‬ ‫اخځ‬ ‫حٿٸَا‬ ‫اٍَحص‬ ‫ڃزا‬ ‫ان‬ ‫وڃا‬ ‫ن‬ ‫وحّؿطزَاش‬ Akarsu, 2011 ;Goodman., 2009;Ciascai,., Chicinas, ;2008 (Evans,2017) .…”

Make Your Own Working Models of Heart Valves!

“…Hands-on learning supports understanding, builds confidence, and makes science more accessible to all learners (Goodman et al, 2006). Working models such as the lung model built from a bottle, balloons, tubing, and a y-connector (Bailey, 2013) can help students learn.…”