Abstract
Research on science teaching in the elementary school indicates that science is often taught “little and poorly” by teachers who lack confidence in their subject matter. The purposes of this study of prospective teachers were to (1) examine the effect of elementary, high school, and college science experiences as well as informal science (play, museums, and hobbies) on interest in science and confidence in teaching science and (2) determine the effect of an inquiry-based science methods course on interest and confidence. The subjects were three groups of students in an initial certification master’s program who were studied during a field-based science methods course. Their own experience with science when they were in elementary school, followed by informal experiences and high school experience, predicted initial interest in science. Elementary school experience, followed by the number of science courses taken in college, predicted initial confidence. The inquiry-based science methods course increased both interest and confidence.
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Jarrett, O.S. Science interest and confidence among preservice elementary teachers. J Elem Sci Edu 11, 49–59 (1999). https://doi.org/10.1007/BF03173790
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DOI: https://doi.org/10.1007/BF03173790