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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.
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