Improving Elementary Science Instruction: An Intervention for Preservice Teachers

• In Event: Poster Session 6
  In Poster Session: Preparing Science Preservice Teachers for Inclusive Diverse K-12 Classrooms

Abstract

The goal of this study was to design an intervention that would address two critical problems in elementary science education: a) teachers often feel unprepared and uncomfortable teaching science, and b) authentic inquiry experiences are frequently absent for students. Twenty-four preservice teachers participated in the intervention, which featured hands-on experiences and reflective exercises in inquiry-based science. More specifically, the preservice teachers taught lessons from an existing curriculum unit, evaluated that unit in light of their learning in the course, and revised the lessons. Over the course of the intervention, they improved their understanding of science inquiry, comfort with science teaching, and ability to adapt curriculum to foster authentic inquiry experiences for their students.

Authors

• Kari Shutt, University of Washington - Seattle

• John R. Frederiksen, University of Washington