Bringing the Reality of Science Teaching by Using a Field-Based Methods Course.

This study investigates the impact of a field-based methods course on the reality of teaching experienced by preservice biology teachers. Four questions guided the research: (1) What are the perceptions of the preservice teachers about biology teaching? (2) What are the preconceptions of preservice teachers about high school students? (3) What constructivist teaching practices were used by preservice teachers? and (4) What evidence of reflective thinking was explained in the journals of the preservice teachers? This qualitative study was conducted with 33 students enrolled in Biology Methods, which is a required course in the Biology Teacher Licensure program. The results of the study were encouraging, especially the finding that constructivist teaching practices can be gradually included in the teaching repertory of beginning teachers through constant practice as they develop an understanding of the teaching-learning process. The preservice teachers unanimously agreed that field experience is an effective method to understand the reality of the teaching profession. Preservice teachers are immersed in teaching situations during field experience. In order to achieve the objectives of field experience, the mentor or cooperating teacher and the university instructor/supervisor must work together as a team. They should agree on the field experience objectives, expectations, and the methods of monitoring a student's progress. (CCM) Reproductions supplied by EDRS are the best that can be made from the original document. Bringing the Reality of Science Teaching by Using a Field-Based Methods Course by Rosalina V. Hairston PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS B. N GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 BEST C 2 Foymamis U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as wed from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BRINGING THE REALITY OF SCIENCE TEACHING BY USING A FIELD-BASED METHODS COURSE Rosalina V. Hairston, University of Southern Mississippi Field Experience in Science Methods Courses Science methods courses for the elementary and secondary teacher education programs require the application of science concepts that support the curriculum, provide clinical experiences that demonstrate skills in classroom management of inquiry lessons, and opportunities to model effective teaching strategies and techniques to motivate and involve students in building concepts about science. It is possible that preservice teachers enrolled in a science methods course may experience for the first time the complexity of the teaching-learning process and realize that learning how to teach is a continuous process of self-development, regulation, and transformation. Another important event that occurs in a science methods course with field experience is the application of pedagogical theories and principles into practice in the classroom. George J. Posner (1992) said that the one indispensable part of any teacher preparation program is field experience. The purposes of field experience are to provide preservice teachers with the opportunity to observe the dynamics of student-teacher interaction during a teaching episode, help them formulate a model of good teaching, become aware of students' characteristics, experience teaching, develop methods of assessing students' learning formally and informally, and begin to reflect about the teaching-learning process. It is during the field experience that the integration of theory into practice becomes evident to the preservice teachers. Preservice teachers are immersed in teaching situations during field experience. Mentors or cooperating teachers are generally involved to monitor the progress of students in acquiring sound teaching practices. To achieve the objectives of the field experience the mentor or cooperating teacher and the university instructor/supervisor must work together as a team. They should agree on the field experience objectives, expectations, and the methods of monitoring