Research Article

Engaging pre-service teachers enrolled in science methods course in teaching through social contextualization of science

Mahsa Kazempour 1 *
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1 Penn State Berks, Reading, PA, USA* Corresponding Author
Contemporary Mathematics and Science Education, 5(1), 2024, ep24001, https://doi.org/10.30935/conmaths/14098
Published: 03 January 2024
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ABSTRACT

The recent global pandemic, the spread of artificial intelligence technology, and the constant threats of climate change are just examples of ways in which our lives and the issues we face are intricately linked with science and technology and highlight the need for improving our education system to allow for developing an informed and engaged citizenry. The preparation of teachers and successfully equipping them to plan and implement socially relevant and contextualized science lessons is a critical step in achieving this goal. In this article, I provide lucid and detailed account of my approach and describe possible ways of incorporating immersive and experiential learning opportunities within methods courses and teacher professional development to help pre and in-service teachers recognize the significance of socially contextualized science, and by extension STEM instruction, as well as prepare and support them in planning and implementing such an approach in their own classrooms. The components and examples discussed are suitable for elementary and secondary methods courses and professional development and would similarly be ideal and applicable for implementation in K-12 classrooms.
Keywords: pre-service teachers, science methods course, STS-based instruction, science/technology/society, social contextualization, teacher preparation

CITATION (APA)

Kazempour, M. (2024). Engaging pre-service teachers enrolled in science methods course in teaching through social contextualization of science. Contemporary Mathematics and Science Education, 5(1), ep24001. https://doi.org/10.30935/conmaths/14098

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