Journal of Elementary Science Education

, Volume 18, Issue 1, pp 15–31 | Cite as

Elementary preservice teachers learning to teach science in science museums and nature centers: A novel program’s impact on science knowledge, science pedagogy, and confidence teaching

  • Maura Lobos Jung
  • Karen L. Tonso


This ethnographic research examined two out-of-school science practica where preservice elementary teachers learned to teach science. We wondered what teachers learned about science and teaching science, how their sense of themselves as science teachers changed, and how such settings might contribute to reform in science education to promote greater scientific literacy. Preservice teachers had positive experiences; found the practica non-threatening; learned hands-on, inquiry-based teaching practices and some science; and developed confidence in their ability to teach. Practicing teachers from earlier practica carried what they learned into their classrooms. We explore implications for incorporating such sites in elementary teacher education programs and suggest further research.


Science Teaching Preservice Teacher Science Teacher Elementary Teacher Practice Teacher 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer 2006

Authors and Affiliations

  1. 1.Theoretical & Behavioral Foundations of Education #319 EducationWayne State UniversityDetroit

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