An approach to teaching science which weaves together content, science and engineering practices, and cross-cutting concepts into a cohesive and integrated curriculum.
Published in Chapter:
Reshaping Preservice Teachers' Pedagogical Content Knowledge With Primary Source Documents
Donna Governor (University of North Georgia, USA), David Osmond (University of North Georgia, USA), Sanghee Choi (University of North Georgia, USA), April Nelms (University of North Georgia, USA), and Max Vazquez-Dominguez (University of North Georgia, USA)
Copyright: © 2020
|Pages: 27
DOI: 10.4018/978-1-7998-1200-5.ch008
Abstract
The Authoritative Science Publications for Education Majors (ASPEM) project was a textbook transformation program for elementary and secondary science education majors developed at the University of North Georgia (UNG) in 2017. The primary goal of this project was to build a curriculum for pre-service science methods students utilizing online publications of the National Academies of Sciences through the National Academies Press (NAP) and other resources to completely replace a traditional text. This course redesign was necessitated by changes in state science standards, introduced at the same time, that were built on the instructional implications presented in the Framework for K-12 Science Education. Pre-service students in the methods course indicated that the use of these resources, in lieu of a traditional text, provided a richer learning experience for them.