Influence of Science Experiences on Preservice Elementary Teachers' Beliefs

Autor/inn/en	Azam, Saiqa; Menon, Deppika
Titel	Influence of Science Experiences on Preservice Elementary Teachers' Beliefs
Quelle	In: Electronic Journal for Research in Science & Mathematics Education, 25 (2021) 1, S.20-45 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Azam, Saiqa) ORCID (Menon, Deppika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2692-241X
Schlagwörter	Science Experiments; Preservice Teachers; Elementary School Teachers; Beliefs; Freehand Drawing; Foreign Countries; Self Concept; Attitude Change; Science Instruction; Teaching Experience; United States; Canada + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Drawing; Zeichnen; Ausland; Selbstkonzept; Attitudinal change; Einstellungsänderung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; USA; Kanada
Abstract	The purpose of this mixed-methods research was to investigate changes in preservice elementary teachers' science teaching beliefs and explain how these beliefs influence the way these teachers interpret their science teaching and learning experiences. Supported by the theoretical underpinnings of teacher beliefs and drawings as a tool to investigate teacher beliefs, this research utilized qualitative (written science autobiographies and reflections) and quantitative (Draw-a-Science-Teacher-Test-Checklist as a pre- and post-measure) data collection techniques. A total of 55 preservice elementary teachers participated from two public universities located in the United States and Canada. Quantitative analysis revealed positive shifts in science teaching beliefs of preservice elementary teachers largely in two ways: A small shift representing small positive difference or a large shift representing large positive difference between the pre- to post-course DASTT-C scores. Qualitative data analysis for the two sub-groups of participants (small shift and large shift) provided evidence that preservice teachers' beliefs were linked to their personal histories and were influenced by their prior science experiences. Preservice teachers' beliefs and their self-images changed as they participated in the field teaching experiences in elementary classrooms and engaged with elementary learners, during the science methods course. Implications for preservice teacher education programs, science teacher education, and research are included. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01