Examining pre-service elementary educators' perceptions of teaching science when integrated with poetry

Abstract

Research has revealed that a small percentage of weekly instructional time in the elementary grades is dedicated to teaching science. Additionally, elementary educators receive limited preparation to teach science concepts compared to math or literacy skills. Therefore, this study examined if utilizing poetry to teach science concepts had a significant influence on elementary pre-service teachers' (PSTs) self-efficacy (SE) and expected outcomes (EOs) toward teaching science. Instructors in elementary literacy and science teaching methods courses collaborated to model strategies that integrated poetry within a science unit and mentored the PSTs in creating poems. Following the three-week integrative unit, analyses of the survey responses revealed significant increases in the PSTs' EOs resulting from their science teaching when integrating poetry. 92% of the PSTs believed poetry would help them integrate more science instruction and in greater depth. Moderate positive correlations were found between PSTs' SE toward teaching science and gains in: (a) perceived knowledge of science concepts, (b) belief that poetry would help integrate more science instruction, and (c) belief that integrating poetry would help students learn science concepts better. This study provides implications for informing teacher preparation programs, professional development experiences, and integrated curricula efforts to expand science instruction in elementary curricula.