Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course |
| |
Authors: | Gary O’Sullivan |
| |
Institution: | (1) School of Curriculum and Pedagogy, Massey University, Palmerston North, New Zealand |
| |
Abstract: | The paper describes the development of an Integrated Curriculum Science and Technology subject offering as part of the Bachelor
of Education (Teaching) degree for primary pre-service teachers at Massey University in New Zealand. The paper discusses some
of the difficulties and concerns which arise when pursuing this type of endeavour. This paper also highlights differences
from earlier studies carried out at the same institution using the DEPTH framework. The concept of teaching/learning via a
project is not new. The innovation here is the integration of Problem Based Learning (PBL) and the DEPTH approach. The previous
study (O’Sullivan, Proceedings of Second International Primary Design and Technology Conference—Quality in the Making, Birmingham, 2001) highlighted the usefulness of the DEPTH framework as an evaluation tool to focus students’ responses to
critiquing school teaching practice experience and also informing their own personal constructs. This study again found the
framework useful but as a diagnostic tool. |
| |
Keywords: | Technology education Curriculum integration Science education Problem based learning Pre service teacher education Primary education |
本文献已被 SpringerLink 等数据库收录! |