How an Undergraduate Physical Science Course Influences Elementary Teachers' Longer-Term Intentions to Teach Physical Science

• In Event: AERA Roundtable Session 15
  In Roundtable Session: Exploring Innovations in and Influences on Teacher Preparation to Teach Science (Table 13)

Abstract

Preservice science courses typically demonstrate valuable semester impacts on preservice teachers, but less is known about how such courses impact future teacher practice. Using the theory of planned behavior, this study investigates how an undergraduate Physical Science course, focused on the Next Generation Science Standards (NGSS), influences elementary teachers’ longer-term intentions to teach Physical Science. Data sources include a questionnaire with credential-candidate teachers (n=31), who completed a Physical Science course as undergraduates, and interviews with teacher educators, professional development providers, and practicing elementary teachers (n=9). Findings illustrate that credential-candidate teachers did not teach Physical Science during their teaching placements. Such findings were further supported by stakeholders. We detail strategies that could support elementary teachers’ teaching of Physical Science.

Authors

• Iliana Silva, California State University - Fresno

• Phillip Tapia, California State University - Fresno

• Dermot F. Donnelly-Hermosillo, California State University - Fresno

• Frederick Peinado Nelson, California State University - Fresno