How Contextual Constructs Can Impact Preservice Elementary Teachers' Practices to Develop Science Literacy

• In Event: Mathematics Education and STEAM

Abstract

In efforts to pursue scientific truth, science literacy is a tool and a right that enables citizens to understand and make informed decisions within the discipline of science. This study explored the experience of Rebecca as she navigated student teaching to utilize Core Science Teaching Practice (CSTPs) to develop science livery as a preservice elementary teacher (PSET). Rebecca’s experiences were framed with a critical perspective where contextual constructs serve as enabling or disabling influences that impacted Rebecca’s experience. The study identified relationship, time, and community as contextual constructs. The contextual constructs function as sharing or denying power driven by control. With the findings, teacher education programs should consider introducing contextual constructs to PSETs as a tool to empower their experience.

Authors

• Chris D Ham, Liberty High School and University of North Texas
  Presenting Author

• Karthigeyan Subramaniam, University of North Texas
  Presenting Author

• Christopher S. Long, University of North Texas
  Presenting Author