Elementary Preservice Teachers Learning to Teach Science in Science Museums and Nature Centers: A Novel Program's Impact on Science Knowledge, Science Pedagogy, and Confidence Teaching

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  • Additional Information
    • Availability:
      Western Illinois University. Document and Publications Services, 1 University Circle, Macomb, IL 61455-1390. Tel: 309-298-1917; Fax: 309-298-2869; e-mail: [email protected]; Web site: http://www.wiu.edu/users/jese/
    • Peer Reviewed:
      Y
    • Source:
      17
    • Intended Audience:
      Teachers
    • Education Level:
      Elementary Education
      Higher Education
    • ISSN:
      1090-185X
    • Abstract:
      This ethnographic research examined two out-of-school science practica where preservice elementary teachers learned to teach science. We wondered what teachers learned about science and teaching science, how their sense of themselves as science teachers changed, and how such settings might contribute to reform in science education to promote greater scientific literacy. Preservice teachers had positive experiences; found the practica non-threatening; learned hands-on, inquiry-based teaching practices and some science; and developed confidence in their ability to teach. Practicing teachers from earlier practica carried what they learned into their classrooms. We explore implications for incorporating such sites in elementary teacher education programs and suggest further research. (Contains 1 table.)
    • Abstract:
      As Provided
    • Number of References:
      53
    • Publication Date:
      2008
    • Accession Number:
      EJ798820