Research and Teaching: Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

2015 ◽  
Vol 044 (03) ◽  
Author(s):  
Daniel Bergman ◽  
Jason Morphew
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
Teaching Science ◽  
Science Content ◽  
Research And Teaching ◽  
Elementary Preservice Teachers

scholarly journals Engineering After-School Program with Elementary Preservice Teachers and K-8 Students

2021 ◽  
Author(s):  
Jennifer Cribbs ◽  
Jeanine Huss ◽  
Julia Mittelberg
Keyword(s):  
Preservice Teachers ◽  
Self Efficacy ◽  
After School ◽  
School Program ◽  
Limited Perspective ◽  
Elementary Aged Children ◽  
Hands On ◽  
Elementary Preservice Teachers ◽  
After School Program ◽  
Engineering Standards

This study explores the influence of an after-school program involving high needs elementary-aged students at community-based sites and elementary preservice teachers (EPSTs) enrolled in a final sequence of methods courses at a local university. Data collection involved surveys, interviews, and reflections with EPSTs and interviews with elementary-aged children. Results indicated a significant positive correlation between EPTSs’ science perceptions and science teaching self efficacy. A series of Wilcoxon Rank Sum tests indicate significant growth from pre to post in participating EPSTs’ self-efficacy with the NGSS and the Engineering Standards within the NGSS. Interviews and reflections provided evidence that EPSTs benefited from the program by teaching in an unfamiliar setting that changed their beliefs and helped strengthen their teaching skills. Interview results for elementary-aged children revealed a hands-on, although somewhat limited, perspective of science, technology, and engineering. Perceptions of mathematics were primarily focused on computation.

The Association Between Course Context and Preservice Teachers' Perceptions of SSI Instruction

2021 ◽  
pp. 192-222 ◽  
Author(s):  
Mark H. Newton ◽  
Melanie Kinskey
Keyword(s):  
Preservice Teachers ◽  
Elementary Science ◽  
Gray Wolf ◽  
Science Content ◽  
Pedagogical Strategies ◽  
Teachers Perceptions ◽  
Positive Attitudes ◽  
Elementary Preservice Teachers ◽  
Attitudes Towards Science ◽  
Wolf Management

This chapter explores the association between elementary preservice teachers' (PSTs) perceptions of teaching using socioscientific issues (SSI) and the context in which the PSTs initially engaged with SSI. One course engaged with SSI while learning pedagogical strategies during an elementary science methods (decontextualized) course. The second course engaged with SSI via an environmental sciences course (contextualized). The contextualized course examined gray wolf management in Northern California as part of an ecology unit, which was followed by a series of debriefings regarding the implementation of the SSI. The findings indicate that while PSTs from both courses generally held more positive perceptions of SSI instruction after engaging with SSI, the students in the contextualized course perceived a greater ability to answer SSI-related questions and expressed more positive attitudes towards science content in the post-course data. Additionally, students in both courses perceived a greater need for teacher training on SSI implementation post-course.

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