New Research Published on Enhancing Science Teaching Skills for Preservice Elementary Teachers
SMATE faculty and staff, led by Dr. Dustin Van Orman, recently published A new study titled Supporting Elementary Preservice Teachers' Content Knowledge for Teaching About Matter and Its Interactions in the Journal of Research in Science Teaching. After a multi-year study, the findings offer fresh insights into effective strategies for enhancing preservice teachers' content knowledge in science education. The research examines the use of curriculum modules to support elementary preservice teachers in developing a robust understanding of matter and its interactions, a foundational topic in early science education.
The study found that as teacher educators implemented more of these curriculum modules, preservice teachers’ content knowledge scores in this area significantly increased. The researchers controlled for variables such as prior knowledge, engagement, and instructor differences, highlighting the modules' positive impact. Key factors influencing successful implementation included educators’ motivation, approaches, and the alignment of modules with course structures.
Dr. Van Orman and colleagues emphasized the broader implications: "Our findings suggest that well-crafted curriculum materials, combined with thoughtful implementation, can empower preservice teachers with the content expertise they need to inspire future generations in science.”
The study underscores the importance of high-quality curriculum resources in teacher preparation programs and suggests that ongoing module alignment with course goals, among other instructor considerations, could enhance preservice teachers’ readiness to teach science. The full study is available in the Journal of Research in Science Teaching: Link to study.
For more information about the research behind the paper, visit: CKT-Matter.