From Play to Pedagogy: Formative Childhood Experiences and the Development of Preservice Elementary Science Educators

Autor/inn/en	Gross, Lisa; McGee, Jennifer; James, Joy; Hodge, Carrie
Titel	From Play to Pedagogy: Formative Childhood Experiences and the Development of Preservice Elementary Science Educators
Quelle	In: Journal of Science Teacher Education, 30 (2019) 8, S.856-871 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGee, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2019.1616516
Schlagwörter	Preservice Teachers; Elementary School Teachers; Science Teachers; Student Attitudes; Science Instruction; Outdoor Education; Experience; Socialization; Environment; Safety; Classroom Techniques; Weather; Attention; Student Behavior + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Freiluftunterricht; Erfahrung; Socialisation; Sozialisation; Umwelt; Sicherheit; Klassenführung; Wetter; Aufmerksamkeit; Student behaviour
Abstract	In this study, we explore the concerns of elementary education (ELED) teaching candidates regarding teaching science in the outdoors and how their apprehensions might have been shaped by their recollected Environmental Socialization (ES) experiences during childhood. Qualitative and quantitative survey data were collected and analyzed using convergent mixed methods design. Data included responses to an open-ended question about their concerns teaching outdoors, responses to a Likert-type question about fear teaching outdoors, and responses to the frequency of recollected ES experiences. The open-ended question was coded first for themes and five themes emerged. Quantitative data from recollected ES experiences were then used to classify ELED candidates as either "Low ES" or "High ES" and then responses to the open-ended item were reanalyzed to examine differences by group. Additionally, the response to a Likert-type item about fear of teaching in the outdoors was statistically examined for group differences. Overall, ELED candidates recalled significantly higher participation in DE-D (Stage 1) ES experiences and much less participation in EFS (Stage 2) ES experiences. Statistically significant differences were found between "Low ES" and "High ES" candidates, in addition to stark contrasts in their reporting of concerns. We posit that the lack of EFS experiences has the potential to impact how these future elementary teachers will choose to engage in outdoor teaching opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01