Influence of a Science Methods Course on Preservice Elementary Teachers' Visions of Science Teaching

• In Event: Sheraton Roundtable Session 9
  In Roundtable Session: High-Impact Science Teaching and Its Impact on Learning

Abstract

Science is a subject about which many preservice elementary teachers (PSETs) express nervousness about teaching. Previous research has shown that experiences with science can have an impact on how PSETs develop a vision of themselves as teachers of science. This study investigated how preservice elementary teachers’ visions of science teaching shifted over the course of a science methods course and what experiences the PSETs identified as particularly influential. Findings showed that PSETs visions of science teaching at the end of the semester were aligned with ways of teaching science that engage students in the practices of science. Additionally, PSETs identified experiences with model science lessons as particularly influential experiences in developing visions of themselves as teachers of science.

Authors

• Marti Canipe, Northern Arizona University

• Jessica Yvette Coronado Verdugo, Northern Arizona University