NSEUS Goals:

  • Investigate the impact of NOVA reformed undergraduate science courses on learning and teaching of K-6 science teachers
  • Help advance the research and teaching of undergraduate science faculty
  • Why Undergraduate Science?
  • Influences pre-service teachers’ conceptions of science and how it should be taught

Learning environment

  • Course Structure
  • Pedagogical Content Knowledge (PCK)

Common features that turn off students from taking additional science and/or considering science as a career option:

  • Lack of relevance
  • Memorization of factoids
  • Emphasis on competition rather than collaboration
  • Focus on algorithmic problem solving
  • Passive student roles

NSEUS Research Questions:

  • What are the effects of the NOVA professional development model on undergraduate science faculty members’ teaching practices?
  • Differences among reformed and non-reformed courses?
  • Differences among reformed courses?
  • What are the effects of reformed undergraduate science courses on in-service K-6 teachers’ practices in their own science classrooms?