抄録
This study reports two practices for enhancing science-teaching ability in a university-level primary teacher training course. First, project-based work was introduced to science lessons. Students could choose various types of theme, performed project work, and acquired data by themselves. Students became more familiar with the perspective of theme selection, how to acquire data based on the control conditions, and scientific processes such as forming a hypothesis and interpreting results; students were also able to confirm their competency by successfully carrying out their project. Second, making science toys was introduced to science lessons. Students became interested in and enjoyed making science toys that they could construct by themselves, studied electric circuits, and experienced trial and error. Results showed that introducing project work and making science toys are effective practices for enhancing the ability to teach science in a university-level teacher training course.
