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Abstract

Preservice teachers in science education courses do not generally experience informal, authentic science education practices in their fieldwork. This study used the Scholarship of Teaching and Learning to frame a study that integrated informal science teaching experiences with a university teacher education science methods course. The results showed improvement in participant preservice teachers' ability to teach science content, their self-confidence in teaching science, and their ability to connect what they learned in their methods course in a real-life setting.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

ref_ijsotl_2023_17_01_24.pdf (137 kB)
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