Learning to teach while learning to learn; reaping the benefits of investing in tomorrow's teachers
Douglas N Yarger, Connie Hargrave, Leslie Pease, and Rex Thomas 1999 Geological Society of America Abstracts with Programs - vol.31, no.7, pp.321.

Abstract - Significant advancements in our philosophy of learning, the definition and purpose of education and knowledge of how learning occurs have opened the door for restructuring introductory science courses. An introductory meteorology course has been used for the past five years to explore new learning methods and to provide a model for the use of constructivist methods. Recently 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.

This resource is referenced here:
Subject: Geoscience:Atmospheric Science:Meteorology, Education
Resource Type: Pedagogic Resources:Overview/Summary, Course Information, Conference Paper
Research on Learning: Instructional Design:Constructivism, Cognitive Domain:How information is organized, MetacognitionKeywords: college-level education, education, high school, K-12 education, meteorology, teacher education