ABSTRACT

Despite being increasingly popular within broader educational discourse, place-responsive pedagogy is less apparent in science teacher education. This paper investigates the perspectives of pre-service teachers in a science education course informed by place-responsive pedagogy in a Bachelor of Education (primary) program at an Australian regional university. The place-based study belongs to longitudinal research that examined the impact of the modified science course hallmarked by university–school partnerships and science lessons conducted by pre-service teachers with children from rural and regional schools in Gippsland, Victoria in a wetland and school ground setting. The study and science course were framed by a place pedagogy framework. Using this framework, we examine how pre-service teachers view and understand the affordance of places for teaching science. The study employed a document analysis of coursework essays as well as follow-up semi-structured interviews with two pre-service teacher cohorts (wetland and school ground). Findings indicate that pre-service teacher’s exposure to place-responsive frameworks helped build their awareness about the affordance of place for science teaching. Challenges associated with taking science beyond the conventional classroom are also identified and discussed.

摘要

尽管在更广泛的教育话语中越来越受欢迎，但地点响应式教学法在科学教师教育中并不那么明显。本文调查了在澳大利亚地区大学的教育学士（初级）课程中，在以地点响应式教学法为基础的科学教育课程中，职前教师的观点。这项基于地方的研究属于纵向研究，该研究调查了以大学-学校合作伙伴关系为标志的改良科学课程的影响，以及由职前教师与来自维多利亚州吉普斯兰 (Gippsland) 的农村和地区学校的孩子们在湿地和校园中进行的科学课程的影响环境。研究和科学课程由地方教学法框架构成。使用这个框架，我们研究了职前教师如何看待和理解科学教学场所的可供性。该研究采用了对课程论文的文件分析以及对两个职前教师群体（湿地和校园）的后续半结构化访谈。调查结果表明，职前教师接触场所响应框架有助于建立他们对场所可供科学教学的认识。还确定和讨论了与将科学超越传统课堂相关的挑战。调查结果表明，职前教师接触场所响应框架有助于建立他们对场所可供科学教学的认识。还确定和讨论了与将科学超越传统课堂相关的挑战。调查结果表明，职前教师接触场所响应框架有助于建立他们对场所可供科学教学的认识。还确定和讨论了与将科学超越传统课堂相关的挑战。