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TABLE OF CONTENTS; 1. SETTING THE LANDSCAPE: Focusing on the Methods Course in Secondary Science Teacher Education; INTRODUCTION; RATIONALE; STUCTURE OF THE BOOK; Part I: Interdisciplinary Science Methods Courses; Part II: Discipline-Specific Science Methods Courses; Part III: Synthesis across Contexts; NOTES; REFERENCES; PART I: INTERDISCIPLINARY SCIENCE METHODS COURSES; 2. THE 5E MODEL AS A FRAMEWORK FOR FACILITATING MULTIPLE TEACHER EDUCATION OUTCOMES: A Secondary Science Methods Course in Australia; INTRODUCTION; Secondary Science Education in Australia
Teacher Education Program at Western Sydney UniversityPLANNING; Factors Informing Course Design; 5E Unit for Entire Science Methods Course; CLASSROOM PRACTICE; Eliciting Students' Ideas; Working on Students' Ideas; Pressing for Evidence; ASSESSMENT; Assignment 1: Connecting Prior Knowledge to Exploratory Experiences; Assignment 2: Developing a 5E Instructional Unit; CONCLUSIONS; REFERENCES; 3. INTERDISCIPLINARY SECONDARY SCIENCE METHODS: A United States
Massachusetts Context; INTRODUCTION
CONTEXT; PLANNING
SECONDARY SCIENCE METHODS COURSE DESIGN
CLASSROOM PRACTICE
WHERE DOES ALL OF THE MASS COME FROM?Pre-Investigation Discussion; Photosynthesis Simulation Laboratory; ASSESSMENT
UNIT PLANNING AS A COMMON ASSESSMENT; CONCLUSION
STRENGTHS AND AREAS FOR IMPROVEMENT; What Works Well; Areas for Improvement; NOTES; REFERENCES; 4. DEVELOPING SCIENCE EDUCATION RESEARCH LITERACY AMONG SECONDARY IN-SERVICE TEACHERS: An Approach at Bar-Ilan University in Israel; INTRODUCTION; The MST Program and National Context; PLANNING: DISCUSSION OF COURSE DESIGN; Workshop: Scientific Education
Values and Challenges
Seminar: Scientific and Mathematical LiteracyAn Overview of Approach and Topics; The Rational for the Sequence of the Workshop and the Seminar; Literature Framework for Courses Rational; Aligning Course outcomes with Government Priorities and Policy Initiatives; CLASSROOM PRACTICE: VIGNETTE OF A SIGNATURE LESSON; ASSESSMENT: VIGNETTE OF A SIGNATURE ASSESSMENT; CONCLUSION: STRENGTHS AND AREAS FOR IMPROVEMENT; NOTES; REFERENCES; 5. STEAM METHODS: A Case from Egypt; INTRODUCTION; PLANNING; CLASSROOM PRACTICE: VIGNETTE OF SIGNATURE LESSONS; STEM/STEAM in the Egyptian Context; Nature of STEM/STEAM
ASSESSMENT: VIGNETTE OF A SIGNATURE ASSESSMENTREFERENCES; PART II: DISCIPLINE-SPECIFIC SCIENCEMETHODS COURSES; 6. DEVELOPING A REPERTOIRE FORTEACHING BIOLOGY; INTRODUCTION; PLANNING: DISCUSSION OF COURSE DESIGN; Toolkit; Successful Experiences; Goal System; CLASSROOM PRACTICE: VIGNETTE OF A SIGNATURE LESSON; ASSESSMENT: VIGNETTE OF A SIGNATURE ASSESSMENT; CONCLUSION: STRENGTHS AND AREAS FOR IMPROVEMENT; REFERENCES; 7. EDUCATING BIOLOGY TEACHERS FROM A SOCIO-CULTURAL PERSPECTIVE: Experiences in a Public University in Brazil; INTRODUCTION: CONTEXT; Teacher Education Reform
Teacher Education Program at Western Sydney UniversityPLANNING; Factors Informing Course Design; 5E Unit for Entire Science Methods Course; CLASSROOM PRACTICE; Eliciting Students' Ideas; Working on Students' Ideas; Pressing for Evidence; ASSESSMENT; Assignment 1: Connecting Prior Knowledge to Exploratory Experiences; Assignment 2: Developing a 5E Instructional Unit; CONCLUSIONS; REFERENCES; 3. INTERDISCIPLINARY SECONDARY SCIENCE METHODS: A United States
Massachusetts Context; INTRODUCTION
CONTEXT; PLANNING
SECONDARY SCIENCE METHODS COURSE DESIGN
CLASSROOM PRACTICE
WHERE DOES ALL OF THE MASS COME FROM?Pre-Investigation Discussion; Photosynthesis Simulation Laboratory; ASSESSMENT
UNIT PLANNING AS A COMMON ASSESSMENT; CONCLUSION
STRENGTHS AND AREAS FOR IMPROVEMENT; What Works Well; Areas for Improvement; NOTES; REFERENCES; 4. DEVELOPING SCIENCE EDUCATION RESEARCH LITERACY AMONG SECONDARY IN-SERVICE TEACHERS: An Approach at Bar-Ilan University in Israel; INTRODUCTION; The MST Program and National Context; PLANNING: DISCUSSION OF COURSE DESIGN; Workshop: Scientific Education
Values and Challenges
Seminar: Scientific and Mathematical LiteracyAn Overview of Approach and Topics; The Rational for the Sequence of the Workshop and the Seminar; Literature Framework for Courses Rational; Aligning Course outcomes with Government Priorities and Policy Initiatives; CLASSROOM PRACTICE: VIGNETTE OF A SIGNATURE LESSON; ASSESSMENT: VIGNETTE OF A SIGNATURE ASSESSMENT; CONCLUSION: STRENGTHS AND AREAS FOR IMPROVEMENT; NOTES; REFERENCES; 5. STEAM METHODS: A Case from Egypt; INTRODUCTION; PLANNING; CLASSROOM PRACTICE: VIGNETTE OF SIGNATURE LESSONS; STEM/STEAM in the Egyptian Context; Nature of STEM/STEAM
ASSESSMENT: VIGNETTE OF A SIGNATURE ASSESSMENTREFERENCES; PART II: DISCIPLINE-SPECIFIC SCIENCEMETHODS COURSES; 6. DEVELOPING A REPERTOIRE FORTEACHING BIOLOGY; INTRODUCTION; PLANNING: DISCUSSION OF COURSE DESIGN; Toolkit; Successful Experiences; Goal System; CLASSROOM PRACTICE: VIGNETTE OF A SIGNATURE LESSON; ASSESSMENT: VIGNETTE OF A SIGNATURE ASSESSMENT; CONCLUSION: STRENGTHS AND AREAS FOR IMPROVEMENT; REFERENCES; 7. EDUCATING BIOLOGY TEACHERS FROM A SOCIO-CULTURAL PERSPECTIVE: Experiences in a Public University in Brazil; INTRODUCTION: CONTEXT; Teacher Education Reform