Developing Perceptions about Science in Preservice Early Childhood Educators

Autor/inn/en	Miller, Bridget; Wiles, Benjamin; McLean, Leah; Herrygers, Austin
Titel	Developing Perceptions about Science in Preservice Early Childhood Educators
Quelle	In: School Science and Mathematics, 121 (2021) 8, S.481-494 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12502
Schlagwörter	Science Education; Scientific Attitudes; Educational Experience; Elementary Secondary Education; Preservice Teachers; Undergraduate Students; Predictor Variables; Early Childhood Education + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Bildungserfahrung; Prädiktor; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Science teachers play a vital role in the education of students and their learning outcomes. Beyond academic performance and content knowledge, how one feels about science can influence how they teach and how students learn. It is important for educators, and teacher educators to reflect on their past experiences and decipher what experiences influence their overall perceptions about science. Mixed methods were used to analyze narrative papers from pre-service teachers which focused on their science education experiences. Papers from one hundred undergraduate early-childhood pre-service educators were used to determine factors that influence pre-service teachers' overall perceptions about science. Results indicated that negative experiences at all stages of students' k-12 education diminished positive perceptions of science; meanwhile, corresponding effects related to positive experience were sourced only from high school. Similarly, negative teacher experiences resulted in diminished positive perceptions of science without corresponding effects of positive teacher experiences. Learning approach and informal learning experiences did not predict positive perceptions of science, but were relevant within the qualitative analysis. Implications are discussed for pre-service teacher training programs. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01