Reexamining Preservice Elementary Teachers' Reluctance Toward Science Education

• In Event: Sheraton Roundtable Session 8
  In Roundtable Session: Preparing Future Science Teachers in a New Era

Abstract

Preservice elementary teachers (PSETs) struggle with teaching science in their future classrooms. Previous literature on PSETs focuses far too much on weak content knowledge, and not enough on K-8 education standards. Interviews taken at a public Midwestern university illustrate how PSETs feel demotivated to learn science content because of their experiences as students having underwent K-8 education, and as PSETs undergoing teaching internships. This paper evaluates how factors like lack of time for science and lack of science equipment suggest why U.S. PSETs generally dislike science as undergraduates, and do not communicate science as in-service teachers. Using video-recorded interviews and teacher-curriculum theoretical framework, we recommend that policy address the lack of incentivization and resources for science education in elementary classrooms.

Authors

• Jocelyn Elizabeth Nardo, Purdue University

• Minjung Ryu, Purdue University