Inquiring into Three Approaches to Hands-On Learning in Elementary and Secondary Science Methods Courses

Abstract

Three approaches to hands-on science learning were investigated in two contexts, an elementary science methods class and a secondary science methods class. An activity on foam, available on the Exploratorium's Institute for Inquiry web page, was the focus of the study. The students were exposed to a directed hands-on activity, a challenge situation, and an open-ended inquiry setting. Sequence of stations appeared to affect outcomes. Similarities and differences between groups were noted and analyzed. The authors concluded that when developing models for teaching science methods courses, methods instructors need to share power with prospective teachers by providing opportunities for them to both experience and evaluate methodologies, in groups and as individuals.