Improving Undergraduate Science Courses While Investing in Tomorrow’s Teachers

There have recently been significant advancements in our philosophy of learning, the definition and purpose of education and knowledge of how learning occurs. An introductory meteorology course has been developed to explore new learning methods and to provide a model for the use of constructivist methods. To this we have added a companion course for preservice teachers to help them understand that model. In this course they discuss the development of their understanding of concepts, explore how each individual sees things in different ways, and consider the role of the teacher in facilitating this understanding. Faculty from the College of Education provide feedback and assistance in the development of the introductory science course at the same time the introductory science course provides opportunities for preservice teachers to experience new learning methods. The synergism described is intended to be a model for improving student learning in science at both preK-12 and undergraduate levels.