- 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
- 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
- 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?