Exploring Elementary Preservice Teachers' Beliefs of Informal Science Teaching

• In Event: Roundtable Session 25
  In Roundtable Session: Exploring Teachers' and Students' Beliefs, Values, and Learning Behaviors

Abstract

The study investigated the relationship between an informal science education model and the change in beliefs of prospective elementary teachers. The mixed methods study utilized a survey, drawings and interviews to investigate elementary preservice teachers’ beliefs over time in an education program. The results revealed that there was no statistical significance, however participants’ beliefs about informal science instruction prior to the intervention were centered on the perceptions of fun, hands-on, outdoor science instruction, and student confidence. Post intervention, beliefs changed to that of learning science outdoors as engaging students in scientific knowledge, practice, processes. Therefore the results imply that science methods courses need to foster novice educators beliefs about science instruction, both in formal and informal context.

Authors

• Sumreen Asim, University of North Texas

• Karthigeyan Subramaniam, University of North Texas