Preservice Teachers' Concerns and Challenges About Teaching Science in the Early Grades

• In Event: Fairmont Roundtable Session Thirteen
  In Roundtable Session: Science in Teacher Education (Table 1)

Abstract

In this qualitative study we documented preservice teachers’ concerns about teaching science as well as their perceived challenges. Participants in the study were 24 female undergraduate students enrolled in an early childhood teacher education program. Data were obtained by having the students respond in writing to three written prompts: their concerns about teaching science in an early childhood classroom, the challenges they faced in teaching science, and what they considered easy or difficult when planning science lessons. The findings suggest that in learning about early childhood science the PSTs encounter problems relating to their knowledge of science, planning lessons, their classroom teaching, as well as factors concerning managing young children as they engage in science activities.

Authors

• Ithel Jones, Florida State University
  Presenting Author

• Hye Ryung Won, Slippery Rock University
  Presenting Author