Journal of Research in Science, Mathematics and Technology Education

How Preservice Elementary Teachers Develop Their Personal Philosophies About Science Teaching: The Role of Informal Science Approaches

Angela Skayia 1 * ,
Lucy Avraamidou 2,
Maria Evagorou 1
1 University of Nicosia2 University of Groningen* Corresponding Author
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Journal of Research in Science, Mathematics and Technology Education, Volume 2, Issue 2, May 2019, pp. 71-84
OPEN ACCESS VIEWS: 892 DOWNLOADS: 471 Publication date: 15 May 2019
ABSTRACT
The purpose of this case study was to explore how  (if in any way) three informal science approaches as part of a teacher preparation program could shape preservice teachers’ personal philosophies of science teaching and learning. Data were collected in a period of two academic semesters in the context of an elementary methods course through the following sources: science autobiographies, personal philosophies about science teaching, drawings about their most memorable and least memorable experiences of science, three reflective journals about the three informal science experiences (i.e., working with scientists, field, science festival), lesson plans, responses to final exam questions, observations, and semi-structured interviews. The participants were 16 preservice elementary teachers, seven males and nine females. Open coding techniques were  used to analyse the data in order to construct categories and subcategories and eventually to identify emerging themes. The outcomes of the analysis showed that the inclusion of informal learning in teachers’ preparation has the potential  to support preservice teachers’ in reconstructing their ideas about science  and science teaching in ways that are aligned with reform efforts emphasizing student engagement, working with scientists, and utilizing out-of-school spaces for learning.
KEYWORDS
Informal science, Teacher education, Science education
CITATION (APA)
Skayia, A., Avraamidou, L., & Evagorou, M. (2019). How Preservice Elementary Teachers Develop Their Personal Philosophies About Science Teaching: The Role of Informal Science Approaches. Journal of Research in Science, Mathematics and Technology Education, 2(2), 71-84. https://doi.org/10.31756/jrsmte.222
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