Using Assessment to Inform Teaching in a Physical Science Content Course for Preservice Elementary Teachers

Abstract

The improvement of undergraduate science courses remains an ongoing concern of university and college faculty. Blueprints for Reform (AAAS, 1998) and Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology (National Science Foundation, 1997) have recommended changes to the curriculum and instruction of undergraduate science courses to reflect the ways in which scientists work within their disciplines. Reforms have de-emphasized traditional modes of teaching (e.g., lecture and verification-type laboratory activities) in favor of active learning through inquiry-based instruction.