Science Education Presentation Made 'Down Under'

Not everyone has fond memories of their science courses. This is particularly true for prospective elementary teachers who often dislike and even fear science. 'Traditional' science laboratory courses require students to simply be passive recipients of lecture material. However, prospective elementary teachers want courses that are relevant and applicable to teaching science to young children. What are the features of the learning environment in traditional courses that contribute to many students' dislike of science? In what ways is a nontraditional science course called, A Process Approach to Science (SCED 401) taught by Science Education faculty different from previous science courses that prospective elementary teachers have taken? Such questions were the focus of a presentation made by Catherine Martin-Dunlop at Curtin University of Technology in Perth, Western Australia, on October 3.

Catherine received her Ph.D. from Curtin University in January 2005 and decided to make the journey 'down under' to the spring graduation ceremony (our fall). In conjunction with attending the ceremony, Catherine was also invited to speak to an international group of in-service teachers who were taking a Learning Environments graduate course at Curtin's Key Centre for School Science and Mathematics Education. Her presentation was entitled, "Improving the Learning Environment of University Science Courses: A Key to Better Elementary Teacher Education."

Catherine explained to her audience that SCED 401 is the only nontraditional science laboratory course that students take prior to applying to a teacher preparation program. The course provides students with a transitional period between their traditional laboratory courses and their science methods course in which attitudes can be improved and a new perspective on science teaching and learning environments can be nurtured. Because class size is small, instructors can be personable and encouraging, and can serve as facilitators rather than lecturers. By having one and the same instructor for laboratories and seminars that are conducted in one location, integration between content and practical work is ensured. By experiencing a positive learning environment in a science course, future elementary teachers are more likely to teach science to their own students and in the same open-ended, divergent style that they experienced during SCED 401.

Catherine concluded her presentation by saying that "the key to better teacher education programs is not hidden-it's just not being used." If students could take a course such as SCED 401, more beginning elementary teachers would be likely to begin their careers with enthusiasm for teaching science instead of trepidation.