Participation in a Multi-institutional Curriculum Development Project Changed Science Faculty Knowledge and Beliefs About Teaching Science

摘要: Despite significant pressure to reform science teaching and learning in K12 schools, a concurrent call undergraduate courses, higher education content courses have remained relatively static. Higher faculty few opportunities explore research on how people learn, examine state or national standards for learn practice research-based instructional strategies. The contrast between what is expected of future practicing teachers their classrooms they experience instruction typical college university can be striking. This paper describes multi-institutional collaboration among content-area develop elementary life Earth science. Using data from the project evaluation, we report evidence change knowledge beliefs about learning, that this translated into pedagogical courses.