Teachers' ability to learn how to teach science : A case study of pre-service elementary teachers' learning from instructional materials

Abstract

Many of previous studies focused on the "current learning results" of science teachers. However, almost no studies have been made focusing on the theme "future learning potential." Currently, curriculum reforms are under way across the entire field of science education around the world. So, this theme would become even more important in future research on science teacher education. In this study, as the first step toward this theme, we conducted survey to clarify Japanese elementary teachers' ability to learn how to teach science from instructional materials. Results are follows: (1) Prior to taking science education programs, it is possible for preservice teachers to learn the basic structure of Japan's elementary science lessons, under which teachers are required to convert what they want to teach into what their students want to learn, while enabling students to experience the process of scientific inquiry. (2) However, preservice teachers cannot learn internationally appreciated teaching methods that both studentand science-oriented approach are well blended. (3) Also, pre-service teachers can learn teaching techniques and teaching materials for elementary science lessons from the instructional materials. (4) However, they tend to have difficulties in learning ''unit-specific" teaching techniques and teaching materials. Finally, we discussed requirements of science teacher education program.