3.1 Konteks Pembelajaran Sains_english

8/10/2019 3.1 Konteks Pembelajaran Sains_english

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Konteks Perencanaan Guru

Sains

UNIVERSITAS PGRI SEMARANG

2014


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I met up with a colleague, Luke, at a conference andwe decided to have lunch and chat about oursemester.

Im finding it really difficult to prepare myelementary education majors to teach scienceeffectively,

he began, Im the only science educator at myinstitution, and sometimes I feel like a one-man band!I wish that, like you, I had other people working with

me to repare these folks.While it is nice having other science education

colleagues at my institution, theyre not the only oneswho play a role in educating our elementary majors!

I Responded. He turned to me, puzzled. What do


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Who is Responsible for Educating

Elementary Science Teachers?

Collaboration of Stakeholders in Teacher Education.


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Diskusi:

Make a list of the different groups ofstakeholders in the preparation of your

elementary science methods students.

For how many of these groups are youable to name specifc individuals? With

how many of these do you have regular

communication? What opportunities forcollaboration at your institution exist?


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The Policy Context: Goals and Standards for

Elementary Science Teacher Education

Teaching Standard B, Teachers of science guide and facilitate learning.

In doing this, teachers:

1.Focusandsupportinquirieswhileinteractingwith students.

2.Orchestratediscourseamongstudents aboutscientifcideas.3.Challenge students to accept and share responsibility for their own

learning.

4.Recognizeandrespondtostudentdiversityandencourage all students to

participate fully in science learning.

5.Encourageandmodeltheskillsofscientifcinquiry,aswell asthecuriosity,

openness to new ideas and data, and skepticism that characterize

science (NRC, 1996).


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Examine your syllabus to what extent isyour course aligned with the relevantteaching standards in your context?What are the strengths and

weaknesses in terms of alignment?

Who accredits your institutions teacherpreparation program? In what way areyou accountable in terms of thisaccreditation process and yourmethods course?


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The Program Context: Elementary

Teacher Education


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What other courses do prospective elementary

teachers take as part of their general education,

science education, and professional education?

What connections can you draw between thesecourses and your own? Examine yourcourse

syllabus:

To what extent do you connect and situate yourcourse within your students broader teacher

education program? How might you make this

more explicit?

Are there sets of core competencies or guiding

principles for elementary teacher preparation that

have been developed at your institution? How are

these refected in the syllabus and design of yourcourse?


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The Program Context: Science Courses

1. Science courses taught by education faculty (offeredeither in thecollege of education or the respective

science department);

2. Science courses taught by science faculty in their

respective science departments;3. Science courses thatare co-instructed by education and

science faculty;

4. Science courses taught byfacultywhoare jointly appointed

in science and education;5. Integratedcontent and pedagogy courses forteachers.


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What kinds of science coursework are yourstudents required to take as part of their

university general education requirements?What courses are available to them? Whendo they typically enroll in these classesbefore, concurrently, or following the

methods course?

Talktoadvisors about recommended/requiredsciencecourses for elementary education

majors; make them aware of particularsuggestions that you feel would enhancetheir preparation to teach science.


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The Program Context: Field Experience

and

Partnerships with Local SchoolsWe argue that effective elementaryscience teacher preparation must

bridge this gap. Collaborations to

design effective feld placements andinternships, as well as forms of

simultaneous renewal that involve K-

12 faculty in mentoring andinstructional roles can beneft

classroom teachers, university faculty,

and prospective teachers.


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Conclusion

Atthe beginning ofthechapter,weposed thequestion,Whoisresponsible for education elementaryscience teachers?Clearly, the instructor of the

elementary science methods course does notbear this burden alone. His or her work is carriedout in the broader context of both policy andprogrammatic considerations. By identifying key

stakeholders and establishing partnerships,methods instructors can beneft not onlythemselves, but also prospective teachers.

3.1 Konteks Pembelajaran Sains_english

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