Conference proceeding
Telling their story; pre-service teachers reflect on an immersive field geology course
American Geophysical Union Fall Meeting, Vol.2019
American Geophysical Union 2019 fall meeting
12/2019
Abstract
Pre-service science teachers need to be put into situations where their existing conceptions of science, teaching, and learning are challenged in immersive, inquiry-based learning environments, before being asked to create similar spaces in their own classrooms. One approach to meeting this objective is through the use of field-based geoscience courses designed for preservice teachers and education majors. The benefits that these experiences provide for preservice teachers self-efficacy, understanding of the nature of science, and science content knowledge are well documented. This geoscience field course is tailored for preservice elementary students, secondary science students and in-service teachers. The impact the experience had on participating students ideas about science and teaching. Qualitative methods including In-Vivo coding of transcripts from informal interviews with participants. Findings suggest that the field geology course challenged preservice teachers existing epistemologies of science, as they demonstrated an understanding of the empirical, creative, and tentative aspects of scientific knowledge. Pre-service science teachers need to be put into situations where their existing conceptions of science, teaching, and learning are challenged in immersive, inquiry-based learning environments, before being asked to create similar spaces in their own classrooms. One approach to meeting this objective is through the use of field-based geoscience courses designed for preservice teachers and education majors. The benefits that these experiences provide for preservice teachers self-efficacy, understanding of the nature of science, and science content knowledge are well documented. This geoscience field course is tailored for preservice elementary students, secondary science students and in-service teachers. The impact the experience had on participating students ideas about science and teaching. Qualitative methods including In-vivo coding of transcripts from informal interviews with participants. Findings suggest that the field geology course challenged preservice teachers existing epistemologies of science, as they demonstrated an understanding of the empirical, creative, and tentative aspects of scientific knowledge.
Details
- Title: Subtitle
- Telling their story; pre-service teachers reflect on an immersive field geology course
- Creators
- Ted A. Neal - University of Iowa, Department of Teaching and Learning Iowa City, IA USA United StatesNathan Quarderer - University of Colorado at Boulder USA United States
- Resource Type
- Conference proceeding
- Publication Details
- American Geophysical Union Fall Meeting, Vol.2019
- Conference
- American Geophysical Union 2019 fall meeting
- Publisher
- American Geophysical Union
- Alternative title
- AGU 2019 fall meeting
- Language
- English
- Date published
- 12/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374328902771
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