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Journal of Elementary Science Education

, Volume 21, Issue 2, pp 35–48 | Cite as

The effects of outdoor science lessons with elementary school students on preservice teachers’ self-efficacy

  • Sarah J. Carrier
Article

Abstract

Teachers’ self-efficacy develops based on their appraisal of their experience with a task or similar tasks. Elementary science education should provide opportunities for students to experience science learning opportunities in authentic settings. This retrospective study describes one example of preservice teachers teaching elementary school students environmental science lessons in the outdoors during their science methods course. The preservice teachers’ recognition of the students’ enthusiasm and excitement of learning science in the outdoors positively impacted their confidence level as future teachers of science and helped them recognize the potential for using the outdoor setting as an effective location for science instruction.

Keywords

Preservice Teacher Science Teacher Pedagogical Content Knowledge Teacher Education Program Elementary Science 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer 2009

Authors and Affiliations

  1. 1.North Carolina State UniversityRaleigh

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