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Preparation for Practice: Elementary Preservice Teachers Learning and Using Scientific Classroom Discourse Community Instructional Strategies
Author(s) -
Lewis Elizabeth,
Dema Oxana,
Harshbarger Dena
Publication year - 2014
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12067
Subject(s) - mathematics education , science education , pedagogy , primary education , teaching method , science learning , psychology
Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers ( PST s) to teach science. Elementary PST s are one of the science education community's major links to schools and science education reform. However, they often lack a strong background in science, knowledge of effective science teaching strategies, and consequently have low confidence and self‐efficacy. This investigation explored the initial learning of elementary PST s using an interdisciplinary model of a scientific classroom discourse community during a science methods course. Findings post‐methods course suggested that the PST s gained confidence in how to teach inquiry‐based elementary science and recognized inquiry‐based science as an effective means for engaging student learning. Additionally, PST s embraced the interdisciplinary model as one that benefits students' learning and effectively uses limited time in a school day.