Inquiry-based course in physics and chemistry for preservice K-8 teachers

We describe an inquiry-based course in physics and chemistry for preservice K-8 teachers developed at California State University Fullerton. The course is one of three developed primarily to enhance the science content understanding of prospective teachers. The course incorporates a number of innovative instructional strategies and is somewhat unusual for its interdisciplinary focus. We describe the course structure in detail, providing examples of course materials and assessment strategies. Finally, we provide research data illustrating both the need for the course and the effectiveness of the course in developing student understanding of selected topics. Student responses to various questions reflect a lack of understanding of many relatively simple physical science concepts, and a level of performance that is usually lower than that in comparable courses serving a general education audience. Additional data suggest that course activities improve student understanding of selected topics, often dramatically.

Figure 1

Water displacement problem posed before instruction on an ungraded quiz in Phys/Chem 102 as well as a comparison course.

Figure 2

“Broken-block” density problem posed before instruction on an ungraded quiz in Phys/Chem 102.

Figure 3

The Shot problem. Panel (a) gives the initial setup and a preliminary question. Panel (b) is the part referred to in the text and data tables. This problem is given on an ungraded quiz in Phys/Chem 102 and a comparison course after instruction on density but before instruction on sinking and floating. This task is also now used as an instructional activity.

Figure 4

The Five Blocks problem.

Figure 5

Students are asked to draw particulate-level representations of solid and gaseous $I_2$ (iodine). One potentially correct answer is shown.