Elementary Preservice Teachers' Beliefs in a Methodological, Process, and Sequenced Integrated Mathematics/Science Course

• In Event: Roundtable Session 17
  In Roundtable Session: Novel Instructional Approaches to Develop Preservice Teachers' Pedagogical Practice

Abstract

A methodological, process, and sequenced integrated mathematics/science elementary methods course was able to concurrently enrich parallel mathematics and science beliefs in student thinking and learning. Preservice teachers in ten sections of an integrated course (N=113) completed a mathematics and science belief instrument at the start and end of the course. Findings included: (a) statistical significant changes in beliefs; (b) seven factors for parallel statements; and (c) six significant factors for eight sets of parallel statements. Conclusions include that preservice teachers entered the course with similar sets of parallel beliefs and exited the course with significant changes. Implications include that similar problem-solving approaches and similar learning processes allow preservice teachers to transfer beliefs between mathematics and science.

Authors

• Peter C. Cormas, California University of Pennsylvania

• Justin D Hackett, California University of Pennsylvania