Using a Non-Mandatory Book Club to Develop Pre-Service Science Teachers’ Didactic Competence
Science teacher education must prepare pre-service teachers for a broad variety of teaching approaches to make science more relevant to students. Previous research has suggested fiction as one approach to a broader school science. This article describes and evaluates the experiences from a developm...
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| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
| Published: |
University of Oslo
2025-04-01
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| Series: | Nordina: Nordic Studies in Science Education |
| Online Access: | https://journals.uio.no/nordina/article/view/10210 |
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| Summary: | Science teacher education must prepare pre-service teachers for a broad variety of teaching approaches to make science more relevant to students. Previous research has suggested fiction as one approach to a broader school science. This article describes and evaluates the experiences from a development project where a non-mandatory book-club project was implemented in science teacher education. Five upper secondary pre-service science teachers took part in the book club (1 year, 4 meetings). They read three books on various science topics and discussed how the books could be used in science teaching. They shared their experiences in a focus-group interview at the end of the book club project. The result from the interview is discussed from a didactic competence perspective. In conclusion, we argue that an incorporation of fiction in science teacher education must be accompanied by pre-service teachers’ didactic analysis of different choices for teaching, and the consequences of such choices for students’ learning and participation.
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| ISSN: | 1504-4556 1894-1257 |