University of South Florida (USF) M3 Publishing
Abstract
The study was aimed at exploring the performance exhibited by preservice student teachers in interdisciplinary curriculum design for elementary science in Taiwan. The subjects are eighty elementary preservice teachers from the National Metropolitan University. They designed integrated science curriculum and instruction by incorporating what they learned from the Elementary Science Methods course. The lesson plans, mind maps, artwork and feedback performed by the preservice student teachers were collected for data analyses. The findings indicated that eighty percent of preservice student teachers exhibited a high degree of interest in science instructional planning across different disciplines. They presented science lesson planning with interest, inquiry-based and multi-dimensional. Their performance exhibited in a graceful and artistic way with clear explanations of science concepts and theories. For cultivating the preservice student teachers’ curriculum planning and science instructional capabilities, it is recommended to put an emphasis on integrating language arts of science reading, writing and cross-disciplines in the preparation courses of science teaching and learning.
DOI
https://www.doi.org/10.5038/9781955833042
Recommended Citation
Wang, Y. F. (2021). The performance of elementary preservice student teachers based on interdisciplinary curriculum design. In W. B. James, C. Cobanoglu, & M. Cavusoglu (Eds.), Advances in global education and research (Vol. 4, pp. 1–11). USF M3 Publishing. https://www.doi.org/10.5038/9781955833042
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
