Abstract
Methods courses in teacher education programs have made a transition in the last years toward field-based experiences as part of the preparation for teaching science in the elementary school. However, little conclusive evidence exists as to any desirable influence field experiences are having on science teaching attitudes and learning.
The purpose of this qualitative study was to explore the process, discuss the effectiveness and impacts, and highlight the implications of an extended field experience—the Science Buddy Program — on elementary pre-service teachers’ learning and conceptualization in the context of science teaching.
Results indicate that participation in this field experience that included pre-service teachers facilitating science learning with elementary children was beneficicial in the construction of the pedagogical content knowledge of the pre-service teachers. This experience also fostered positive attitudes toward science and science teaching and offered an excellent opportunity for future educators to observe science learning in progress.
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Moseley, C., Ramsey, S.J. & Ruff, K. Science buddies: An authentic context for developing preservice teachers’ understandings of learning, teaching, and scientific inquiry. J Elem Sci Edu 16, 1–17 (2004). https://doi.org/10.1007/BF03173642
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DOI: https://doi.org/10.1007/BF03173642