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.
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Recommended Citation
McDaniel, Christina L.; Wilder, Colton M.; and Arquette, Cecile M.
(2023)
"Addressing the Gap of Informal Science Field Experiences in Science Methods Courses,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 17:
No.
1, Article 24.
Available at: https://doi.org/10.20429/ijsotl.2023.17124