Abstract
Understanding preservice teachers’ memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers’ perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants’ memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher’s enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students’ conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may “make a difference” towards influencing high school students’ positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.
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Appendix: Remembering Your Secondary Science Education
Appendix: Remembering Your Secondary Science Education
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Hudson, P., Usak, M., Fančovičová, J. et al. Preservice Teachers’ Memories of Their Secondary Science Education Experiences. J Sci Educ Technol 19, 546–552 (2010). https://doi.org/10.1007/s10956-010-9221-z
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DOI: https://doi.org/10.1007/s10956-010-9221-z