Characterizing engagement in the science practices

A study of preservice elementary teachers

Datos Bibliográficos

ID21392904
AutoresAdam Bennion (0000-0003-2524-7360, Physics and Astronomy Brigham Young University Provo Utah USA, autor de correspondencia), Elizabeth A Davis (0000-0002-4984-0209, School of Education University of Michigan Ann Arbor Michigan USA)
Año2024
Volumen108
Número5
Páginas1392-1419
Fecha de publicación2024-09-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaScience Education (JOURNAL)
Identificadores de la revistaISSN: 0036-8326 • E-ISSN: 1098-237X
EditorialWiley (PUBLISHER • GB)
DOI10.1002/sce.21876
OpenAlexW4396734700
IdiomaEN
Citas recibidas2
Referencias citadas50

Preservice elementary teachers enter their science methods courses with a range of prior experience with science practice. Those prior experiences likely inform much of their science pedagogy and goals. In this study, the authors examine how a cohort of preservice elementary teachers engaged in science practice as they learned content in a physics course. Drawing on course documents, videorecords, and artifacts from in‐class lab work and interviews with nine participants, the authors used an asset‐based, mixed methods approach. The authors developed rubrics to assess the level of sophistication the participants used while engaging in science practice on a scale of 1 (pre‐novice) to 4 (experienced). They used descriptive statistics and ANOVA's to interpret the performance of the participants in addition to grounded theory open coding of interviews to determine the participants' level of prior experience with science practice. The findings suggest that these preservice teachers primarily engaged in science practices at a novice level. In general, their sophistication scores on the rubric aligned with their prior experience. The findings suggest that while one content course steeped in science practice was not enough to significantly change preservice teachers' engagement, it can provide a needed starting place and that it likely takes time to develop these skills. The findings have implications for both teacher educators and researchers who hope to increase the use of science practice as a method of learning science content

Curriculum · Mathematics education · Pedagogy · Rubric · Science education · Sociology · Sophistication · Student engagement · Animal and Plant Science Education · Diverse Educational Innovations Studies · Psychology · Science Education and Pedagogy