Partnering With Informal Science Education Agencies to Improve K-8 Science Teacher Preparation

• In Event: Poster Session 20
  In Poster Session: Diverse Forms of Learning in Informal Settings

Abstract

This study examined the experience of pre-service science teachers participating in internships at Informal Science Institutions(ISIs). Analysis of both survey and open-ended response data, four key findings were noted. First, the internship resulted in increased pre-service science teacher knowledge of models of informal science education. Second, pre-service science teachers increased their knowledge of science content and skill in the use of scientific inquiry models. Third, pre-service science teachers gained confidence, knowledge, and skills in teaching. Finally, the internship resulted in valued contributions to the goals of ISIs. Findings suggest that science teacher credentialing programs and secondary school science departments would benefit from the establishment of ISI experiences that encourage collaboration and curriculum development efforts between teachers and ISI educators.

Authors

• Debra S. DeCastro-Ambrosetti, California State University - Fullerton

• Victoria B. Costa, California State University - Fullerton

• Maria C. Grant, California State University - Fullerton

• Anne Amy Cox-Petersen, California State University - Fullerton