This study sought to better understand how past science learning experiences affected preservice elementary teachers, both in terms of their own self-efficacy and their perceptions of science teaching and learning at the beginning of their science methods course. Following an explanatory sequential mixed methods design, this study first involved…

This research studied a group of three preservice elementary teachers creating a narrated stop-motion animation (Slowmation) from start to finish in 3?hours to explain the challenging concept of "phases of the moon" to elementary school children. The research questions investigated the preservice teachers' learning before and after the…

Curriculum materials are crucial tools with which teachers engage students in science as inquiry. In order to use curriculum materials effectively, however, teachers must develop a robust capacity for pedagogical design, or the ability to mobilize a variety of personal and curricular resources to promote student learning. The purpose of this study…

Pre-service teachers face many challenges as they learn to teach in ways that are different from their own educational experiences. Pre-service teachers often enter teacher education courses with pre-conceptions about teaching and learning that may or may not be consistent with contemporary learning theory. To build on preservice teachers' prior…

This study explored the dynamics of power relationships in secondary science methods courses taught at an urban university in Southern California for credential candidates. Data collection extended over 10 academic semesters. Employing frameworks of power, self-study, and critical pedagogy, the study analyzes the multifaceted and intricate roads…