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  Home > JCE Print > Journal of Chemical Education > Issues > 2003  > February  >
In the Classroom
Addressing the Professional Preparation of Future Science Teachers to Teach Hands-on Science: A Pilot Study of a Laboratory Model
Aldrin E. Sweeney
Department of Teaching and Learning Principles, College of Education, University of Central Florida, Orlando, FL 32816-1250

Jeffrey A. Paradis
Department of Chemistry, University of Central Florida, Orlando, FL 32816-2366
Cover
February 2003
Vol. 80 No. 2
p. 171
Abstract
Research has shown that even when students complete a chemistry degree program and the pedagogical course requirements necessary for teacher licensure, they may still graduate and begin teaching without a firm grasp of how to teach specific chemistry concepts. Although preservice secondary-level science teachers are required to take courses in pedagogy and learning theory, what is learned in a formal instructional setting does not appear to translate well to a laboratory setting. In response to these concerns, the Department of Chemistry and the Science Education program at the University of Central Florida undertook a collaborative pilot study during the Spring 2001 semester to jointly design and develop a laboratory-training course. The purpose of the course was to provide preservice secondary-level science teachers with the opportunity to explore the pedagogical possibilities of the teaching laboratory while gaining hands-on experience running a general chemistry laboratory. Outcomes of the pilot study are presented in addition to implications for the continuing professional development of secondary-level science teachers.
More Information
*  Citation
 Sweeney, Aldrin E.; Paradis, Jeffrey A. J. Chem. Educ. 2003 80 171.
*  Keywords
 Chemical Education Research; TA Training; Teaching/Learning Theory/Practice; Undergraduate Research
*  History
 Created:
Last Updated:		 January 6, 2003
February 28, 2005
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