Prospective teachers' development of an epistemic orientation towards teaching science for knowledge generation in an undergraduate environmental science teaching practicum

• In Event: Science Teacher Education and Professional Development

Abstract

This mixed methods study seeks to understand the elements of anundergraduate environmental science teaching practicum that lead to development of prospective teachers' epistemic orientations toward teaching science for knowledge generation (EOTS-KG). Participants completed an Epistemic Orientation Survey before and after the 10-week practicum course and participated in a 1-hour follow-up interview. A Wilcoxon signed-rank test indicated statistically significant positive development in participants' EOTS-KG, as well as in sub-dimensions spanning beliefs about knowledge and about learning. Thematic analysis of interview data identified four salient themes from the course that contributed to participants’ changing beliefs. These finding emphasize the importance of supportive practicum experiences early in prospective science teachers’ undergraduate careers for developing a EOTS-KG.

Author

• Matthew James Shackley, University of California - Santa Barbara