Examining preservice teachers' involvement in online science education.

In various western countries, preservice teachers are electing to learn how to teach primary science education though online coursework. Debate arises over the quality of online course-work to deliver adequate knowledge and skills for teaching primary science and how to improve online pedagogy. Using a posttest design, responses from 26 third-year preservice teachers from the same university were analysed after involvement in an online primary science pedagogy course. A 34-item survey, which was linked to the course outcomes (constructs) and multiple indicators, aimed to measure the preservice teachers' perceptions of their development towards becoming primary science teachers. Results indicated that although online science education courses may assist preservice teachers' perceptions of learning how to teach primary science education, understanding children's manipulative skills for learning about science will require further pedagogical improvement. Online preservice teacher education programs may be enhanced by assessing preservice teachers' ability to implement education reform measures and by addressing relevant issues with enhanced online pedagogical practices.

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Many reform programs have been implemented to assist the facilitation of science education in primary schools (Harlen, 1999; Jarvis, McKeon, Coates, & Vause, 2001). In Australia, programs have been devised to target professional development of teachers. Despite these efforts, the quality of science education requires considerable development in Australia (Goodrum, Hackling, & Rennie, 2001). Reform efforts need to be targeted at the earliest stages for teaching. Indeed, preservice teachers are generally interested in developing pedagogical practices in science education (Rice & Roychoudhury, 2003). Hence, a way forward for advancing science education reform processes must include preservice teacher education (Watters & Ginns, 2000).

Preparing Preservice Teachers to Teach Science Education

National and international standards have been devised for teaching science education. For example, the Australian National Science Standard Committee (ANSSC, 2002) and the American Association for the Advancement of Science (AAAS, 1993) advocate the development of teachers' pedagogical knowledge as a way for implementing current science education practices. Universities involved in preservice teacher education also aim to advance science education by designing coursework based on current theories and practices for teaching science education. The development of preservice teachers' skills for teaching science requires scaffolding with focused attention on the acquisition of pedagogical knowledge (Abell & Bryan, 1999; Briscoe & Peters, 1997; Coates, Jarvis, McKeon, & Vause, 1998; Hudson, Skamp, & Brooks, 2005), which facilitates students' learning of science concepts. Pedagogical knowledge for educating preservice primary science teachers includes understanding:

1. Theoretical underpinnings used for developing a science curriculum.

2. The development of children's science concepts, scientific reasoning abilities, manipulative skills, and attitudes.