Learning about Learning in the Context of a Science Methods Course

Darling-Hammond (1995) contends that an ‘understanding of learners and learn ing…is the most neglected aspect of teacher preparation in this country’ (p. 13). Referring to the USA, she explains that teacher education emphasizes trainee teach ers developing an understanding of subject matter and instructional strategies, but does not provide a sufficient grounding in student learning. The consequence is that teaching, especially in secondary schools, is often driven by a prescriptive curric ulum which rarely takes into account students’ prior knowledge and experiences. She argues that if teacher education places more emphasis on preservice teachers developing an understanding of learning, then they will develop a ‘greater com mand of both content and pedagogy in order to create and manage students’ learn ing’ (1995, p. 14).