Preservice teachers in science education courses do not generally experience informal, authentic science education practices in their fieldwork. This study used the Scholarship of Teaching and Learning to frame a study that integrated informal science teaching experiences with a university teacher education science methods course. The results showed improvement in participant preservice teachers' ability to teach science content, their self-confidence in teaching science, and their ability to connect what they learned in their methods course in a real-life setting.
CITATION STYLE
McDaniel, C., Wilder, C., & Arquette, C. (2023). Addressing the Gap of Informal Science Field Experiences in Science Methods Courses. International Journal for the Scholarship of Teaching and Learning, 17(1), 1–9. https://doi.org/10.20429/ijsotl.2023.17124
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