Supporting Elementary Educators' Confidence in Their Capacity to Teach Young Children Science

• In Event: The Preparation of Preservice Teachers in Elementary and Early Childhood Education

Abstract

Many elementary educators report low confidence in their science abilities and question their capacity to teach science to young children (e.g. Baxter et al., 2016; Noble 2013; Plumley, 2019). This study sought to identify experiences that support preservice elementary educators’ confidence in their capacity to teach young children science.

Utilizing a mixed methods approach, the study examined the role of four different types of experiences in supporting confidence to teach science among 18 undergraduate students (17 female) enrolled in a science methods course.

Findings suggest that opportunities during undergraduate education to engage in, lead and observe science can all meaningfully support preservice educators’ confidence in their capacity to teach science. Experiences leading children in hands-on science activities were especially impactful.

Author

• Emily Anne Lyons, Springfield College
  Presenting Author