Enhancing Science Knowledge Using Literature Based Centers

To provide teacher candidates with opportunities that enable them to evaluate the results of learning and teaching as they complete their coursework, the teacher education program at a southeastern university has candidates enroll in four methods courses that require them to spend six weeks of the semester in assigned elementary and middle level classrooms. During this period candidates work with classroom teachers to plan and implement lessons with students in the semester prior to the teaching internship (student teaching). Understanding that curriculum integration can be important to the inquiry process, faculty met with central office personnel, principals, and classroom teachers to discuss strategies that would provide teacher candidates with opportunities to teach science using literacy and elementary students with opportunities to participate in integrated science and literacy activities. This discussion led to the planning and implementation of integrated science and literacy centers with a group of teacher candidates (N= 66) teaching 250 second through fourth grade students in a rural district. An account of the implementation is presented with sample lessons developed by the teacher candidates provided. Insights gained from the implementation are discussed.