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  Home > JCE Print > Journal of Chemical Education > Issues > 2003  > July  >
Research: Science and Education
Chemical Education Research
The Power of Practice: What Students Learn from How We Teach
Amy J. Phelps
Department of Chemistry, Middle Tennessee State University, Murfreesboro, TN 37132

Cherin Lee
Department of Biology, University of Northern Iowa, Cedar Falls, IA 50614-0421

Cover
July 2003
Vol. 80 No. 7
p. 829
Abstract
If change in science education is to occur in this country, it cannot be merely a K–12 issue. This paper offers the reader the opportunity to hear from students about the beliefs they hold, based in large part on their experiences in science classrooms at the college level. Constructivism makes clear the key role prior conceptions play in the process of learning. As instructors of methods courses, the authors were interested in the conceptions about teaching and learning of science majors who wished to become high school teachers. These conceptions have much to do with efforts nationwide to improve the science education of Americans. Data were collected from 1990–2000 and the results are reported in the form of assertions that describe four major categories of beliefs. In general, these students value content over pedagogy, believe that good teachers are entertaining, believe that laboratories are important in science teaching although they are not sure why, and believe that methods courses are a waste of time for a variety of reasons. The results of this study indicate that college science instructors can have a profound impact on reforming K–12 science education practice, but they must first take some bold steps to change their practice in the classroom.
More Information
*  Citation
 Phelps, Amy J.; Lee, Cherin. J. Chem. Educ. 2003 80 829.
*  Keywords
 CER Qualitative Methods; CER Student-Centered Learning; Laboratory Instruction; Teaching/Learning Theory/Practice
*  History
 Created:
Last Updated:		 June 4, 2003
February 28, 2005
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