Twenty-sixth International Conference on Learning

Abstract

What science content, process, and epistemological knowledge should elementary teachers know and experience in preparation for engaging their future students? In response to this question, a new university science course was developed specifically for pre-service elementary teachers. The course addressed big topics such as climate change; water, energy and food security; genetics, health, and evolution; and ecology, sustainability, and industry; through an inquiry approach while also investigating Indigenous and Western understandings of science. This work provides an overview of the course and its initial development, rationale for the course focus on science inquiry, discussion of pedagogical tensions experienced by the course instructor and teaching assistants relating to science content, science process and their relation to the mandated government science curricula for grade kindergarten to grade eight. The discussion concludes with what was learned by the instructor and teaching assistants and what changes might be made to improve the learning experience of students.