STEM-gineering Science Identity of Elementary Preservice Teachers Through a University/School Immersion Partnership

• In Event: Collaborative Research Design Within School, University, and Community Partnerships

Abstract

This study examined the impact on science identity of pre-service teachers when they were immersed in field experiences saturated with inquiry-based science teaching and STEM. Pre and post surveys and interviews were conducted. Findings indicate that providing intentional opportunities for pre-service teachers to actively engage in the preparation and teaching of authentic inquiry-based lessons, and also allowing them to engage in community outreach through a STEM Family Night positively impacted their science identity and the likelihood that they would teach science inquiry in their future classrooms. The results can be far reaching because teachers with positive science identity can help young children develop their own positive science identities, which could address the gap that exists in STEM fields.

Authors

• Melisa Fowler, The University of Alabama - Tuscaloosa

• Elizabeth K. Wilson, The University of Alabama