Teaching Science in Context to Teacher Candidates to Increase Engagement as Measured by Self-Regulatory Behaviors

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Exploring Innovations in and Influences on Teacher Preparation to Teach Science

Abstract

The study investigated whether integrating short-term residential field-based science experiences within a traditional secondary science education program increases components of teacher candidates’ levels of engagement. The aim was to investigate the impact of experiences that are goal-relevant to science teacher education candidates in an environment where they directed and participated in learning experiences that are of intrinsic and academic interests. Fifty-one candidates across four science disciplines participated. Observation was the principal methodology to gather empirical data. Additional corroborating data were from student and instructor interviews, video analysis, participant presentations, self-reporting questionnaires, and laboratory activities conducted at the field station. Engagement was measured by candidates’ abilities to integrate science content across disciplines by identifying and explaining relevant cross cutting STEM concepts.

Authors

• Stephen Farenga, Queens College - CUNY

• Salvatore G. Garofalo, Queens College