A survey of specific individualized instruction strategies in elementary science methods courses in Tennessee teacher education institutions

The purpose of the study was to determine the status of individualized science instruction in Tennessee teacher education institutions. Specifically, the study sought to investigate the extent of teaching about and/or use of 31 strategies for individualizing instruction in elementary science teaching methods courses. The individualized instruction frameworks, with strategies for individualizing instruction, were developed by Rowell, et al in the College of Education at the University of Tennessee, Knoxville

A review of the literature on the preparation of preservice elementary science teachers for individualized instruction in K-8 classrooms revealed very limited research. This investigation sought to identify how the elementary science teacher educators prepared their preservice elementary science teachers to (1) learn about the children they will teach, (2) determine differences among learners, (3) plan for individualized science instruction in the elementary school classroom, and (4) help attend to individual student differences

The researcher prepared and used a 31-item survey to poll elementary science teacher educators in Tennessee. The participants included K-8 educators from 40 state approved teacher education institutions. The high teacher education institution response rate (72.5%) brought input from institutions of varying sizes, operated privately or publicly across the state of Tennessee

In general, Tennessee elementary science teacher educators reported that they tended to teach about and/or use a fair number of the 31 individualized instruction strategies that involve both learning about K-8 students and their differences. On the other hand, many of these educators provided preservice teachers with quite a bit of the strategies that lead to planning for individualized science instruction and to attending to individual student differences.

The two strategies that were the most taught about and/or used in elementary science methods by Tennessee educators were planning for and maintaining an interactive classroom and implementing cooperative learning groups. The two strategies with the lowest rating were using a computer-tracking system to keep student profiles and using commercial tests to determine student placement. Almost 42% of the strategies in the survey were rated high to very high. This indicated that Tennessee educators do regularly include many of these 31 strategies in their elementary science methods courses. Examples include hands-on approach, cooperative learning, thematic and project teaching, learning centers, and the use of the Tennessee Instructional Model.

The study also showed that Tennessee science teacher educators in church-related institutions appeared to utilize more of the 31 strategies for individualizing instruction in K-8 classrooms than do the educators in non-church-related institutions. Tennessee K-8 teachers could be better prepared if exposed to as many different and effective pedagogical tools and practices as possible during their education and preparation. A strong science program rich in content and a variety of instructional strategies (including individualized instruction) is needed to help maximize the science learning opportunities for all Tennessee students