JournalTOCs

Hoosier Science Teacher
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This is an Open Access Journal

Open Access journal
ISSN (Online) 2475-451X
Published by Indiana University [23 journals]

Reigniting the spark of childhood inspiration
- Authors: Tom J. McConnell
  Abstract: Each of us, at some point in our lives, found something that inspired an interest in science. And at some point in our careers, we meet a low point when we feel less than inspired. Sometimes all it takes is an experience that rekindles the spark. This is the story of one biology educator's journey to fulfill a childhood dream and find a renewed desire for his subject.
  PubDate: 2020-12-21
  Issue No: Vol. 43, No. 2 (2020)
Talking and Writing to Learn: The Physics of Traffic Intersection Safety,
Part Two
- Authors: Matthew Perkins Coppola
  Abstract: X
  PubDate: 2020-12-21
  Issue No: Vol. 43, No. 2 (2020)
“Hello! Is Anybody Out There'” Amplifying a Social Media Network
within a Science Methods Course during COVID-19
- Authors: Sumreen Ilyas Asim
  Pages: 1 - 7
  Abstract: This article shares an elementary science methods course model design. The theoretical underpinnings of the course design integrated the six strands of learning science in informal science education (NRC, 2009). The course design included the three types of informal learning environments. The piece of the course design that was especially useful to teacher candidates during COVID-19 was the designed learning environments. The applicability of the designed learning environments helped teacher candidates to pivot during school building closures. Fortunately, this model provided teacher candidates a solid foundation for them to utilize prior science methods course experiences to fill a need during these unprecedented times. Teacher candidates 1) shared teacher pedagogical knowledge, 2) built on ideas from the methods course, and 3) asked questions for support using social media. Social media platforms have the capacity to help teacher candidates find resources in real-time if a properly scaffolded experience is provided in methods courses. Overall, the implications of the course design lend themselves to most all teacher education programs. However, this article is specific to the design of an elementary science methods courses. This science course model adds to the existing literature and attends a gap within the science education literature to support a diverse mix of needs due to the pandemic.
  PubDate: 2020-12-21
  Issue No: Vol. 43, No. 2 (2020)