Teacher Candidates and Contextualization: Shaping Attitudes Toward Math and Science Education and Equity Through Inquiry

• In Event: Roundtable Session 2
  In Roundtable Session: How Do Contexts Influence Teachers and Teaching Practices?

Abstract

Objective:
This study examined how pre-service elementary education students perform on belief and attitudinal surveys about math and science education after instruction in the contextualization of math and science education compared to a control group who would not have had such instruction.
Students in the experimental group showed more positive attitudes and improved self-efficacy beliefs regarding the teaching of math and science to students of all group identities and cultural backgrounds than those in the control group.

Authors

• Sheron Andrea Fraser-Burgess, Ball State University

• Melissa Mitchell, Ball State University

• Kelly Picard, Ball State University

• Aaron Charles Bruewer, Ball State University

• Lynnette Varner, Ball State University

• Douglas Roebuck, Ball State University