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Abstract Title: Analyzing PSET for Content, Confidence and Comfort…So Why Don’t You Want to Teach Physical Science?
Abstract: Physical Science for Everyday Thinking is a guided inquiry approach to teaching physical science.  Pre and post survey data was collected over two years from two courses using PSET.  The course was taught in an intensive format at a small, private liberal arts college; at least half the students were education majors.  The surveys assessed content knowledge and confidence in the answers, attitudes toward science and understanding of the process of learning science.  Analysis indicated significant increases in content knowledge, confidence in content knowledge and comfort levels with physical science;  also significant changes in identification as a science person, what is a fact, objectivity of scientists and science as a solitary pursuit.  I'm interested in discussing why these changes occurred, why other ideas didn't change and what affects a willingness to teach K-8 physical science.
Abstract Type: Round Table Discussion

Author/Organizer Information

Primary Contact: Laura Van Wormer
Hiram College
Co-Author(s)
and Co-Presenter(s)
Roxanne Sorrick, Department of Education, Hiram College