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…

Given the myriad mandates and policies related to math and language arts education, U.S. public elementary teachers must "care about" teaching science for it to actually happen. Consequently, this study sought to explore the impacts of assignments in a science methods course supporting teacher candidates (TCs) in "caring about"…

Research and national surveys show that deficiencies in elementary science teaching preparation are frustratingly persistent. Understanding positive and negative emotions as they relate to planning and teaching science is relevant for both the well-being of teachers and the quality of their teaching. There needs to be more empirical evidence on…

The purpose of this study was to explore four elementary preservice teachers' (PSTs) learning outcomes based on "affective characteristics," "science knowledge," and "pedagogical content knowledge" during a science methods course that incorporated "explicit instruction on drawing-to-reason" about…

The authors describe their study of a curricular module on computational thinking (CT) implemented within an elementary science methods course and reported insights on preservice science teachers' (PSTs') beliefs about CT integration. The research question was, "Following participation in a curricular module on CT, what is the nature of PSTs'…

A "digital explanation" is a science learning task where learners explain science content to non-expert others, in this case, the learners are primary preservice teachers [PST] in a science methods class. In the task, PST are assigned a prompt based on science content from the New South Wales K-6 syllabus and generate or source multiple…

In this case study, we explore ways to prepare preservice teachers to translate theory into practice and make science curriculum accessible through familial curriculum. Using her "Family Science Lesson Planning" assignment sequence, Sumer taught preservice teachers the theory of transformative curriculum making (Seiki, 2016), and guided…

This study examined the impact of microteaching experiences of preservice elementary teachers enrolled in a science teaching methods course. The microteaching lessons targeted the physical science concepts represented in the Texas Educational Agency's exam for early childhood through sixth grade teacher certification. The results of this study…

Mathematics and science have similar learning processes (SLPs) and it has been proposed that courses focused on these and other similarities promote transfer across disciplines. However, it is not known how the use of these processes in lessons taught to children change throughout a preservice teacher education course or which are most likely to…

In this study, I conducted three separate, but interrelated studies that examine the ways preservice teachers (PSTs) generatively developed youth-centered, equity-oriented pedagogical imaginaries in their methods courses and how they enacted these practice(s) in their field experiences. The purpose of this dissertation is to understand how and in…

This article provides concrete critical and ethical responses to dominant educational policies promoting the teaching of STEM fields. Recognizing how dominant discourses of modernity (Martusewicz, et al. 2015) work discursively to constitute STEM, this paper examines and exposes how STEM education is prioritized via funding in teacher education.…

Learning to teach elementary science well is not only a goal for preservice teachers. This article describes a partnership that has led to an on-site science methods course in an elementary school library that blends pedagogical instruction with practical classroom time to the benefit of inservice and preservice teachers. In the course, both sets…

This study examines the transformation and dynamic nature of one teacher candidate's (Susan) identity as a learner and teacher of science throughout an innovative science methods course. The goal of this paper is to use theoretically derived themes grounded in cultural-historical activity theory (CHAT) and situated learning theory to determine the…

When collecting data, science education researchers frequently have multiple respondents evaluate multiple artifacts using multiple criteria. Herein, the authors introduce Multifaceted Rasch Measurement (MFRM) analysis and explain why MFRM must be used when "judges'" data are collected. The authors use data from elementary science…

Without the science content knowledge required to effectively teach this discipline, many elementary teachers struggle without the support of curriculum materials. Curriculum materials are often the main means by which these science practices and canonical knowledge are incorporated into lessons. As part of a 5-year longitudinal research and…