Investigating Learning Progression Modules in Integrated Science Content Courses

Project Overview

Many elementary teachers—while certainly capable of high-quality science teaching—often do not have a strong background or sense of self-efficacy in science and have limited opportunities to work with Pk-6 students’ developing science ideas in their teacher preparation program. In this NSF IUSE Engaged Student Learning Track 1 project (#2141952) we are adapting three learning progressions (LPs), which are research-based representations of how students’ science ideas may increase in sophistication with instruction, into six learning progression-based modules—LPMs. The project team has begun implementing these LPMs in two required and sequential integrated science courses at Alma College in order to (a) support preservice teachers in developing their own science ideas and (b) scaffold their attention to Pk-6 students’ thinking about science. 

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Additionally, 2- and 4-year college and university-based faculty who teach science content courses as part of preservice elementary teacher certification programs have limited opportunities to collaborate and consider how to best support preservice elementary teachers in their respective contexts. In light of recent changes to state certification standards, our project supports gathering Michigan-based science and science teacher education faculty to co-learn about supporting preservice elementary teachers' science learning. Our 2025 conference is scheduled for May 29.

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