Using the DEPTH model to facilitate learning in an integrated Science and Technology pre-service primary teacher course

Abstract

The paper describes the development of an Integrated Curriculum Science and Technology subject offering as part of the Bachelor of Education (Teaching) degree for primary pre-service teachers at Massey University in New Zealand. The paper discusses some of the difficulties and concerns which arise when pursuing this type of endeavour. This paper also highlights differences from earlier studies carried out at the same insti- tution using the DEPTH framework. The concept of teaching/learning via a project is not new. The innovation here is the integration of Problem Based Learning (PBL) and the DEPTH approach. The previous study (OSullivan, Proceedings of Second International Primary Design and Technology ConferenceQuality in the Making, Birmingham, 2001) highlighted the usefulness of the DEPTH framework as an evaluation tool to focus students responses to critiquing school teaching practice experience and also informing their own personal constructs. This study again found the framework useful but as a diagnostic tool.

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