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Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings

  • Published:
Journal of Science Teacher Education

Abstract

The purpose of this study was to investigate the influence of an integrated experiential learning and action research project on preservice science teachers’ developing ideas about science teaching, learning, and action research itself. The qualitative, interpretive study examined the action research of 10 master’s degree students who were involved in service learning with children in informal education settings. Results indicated that all of the participants enhanced their knowledge of children as diverse learners and the importance of prior knowledge in science learning. In-depth case studies for three of the participants indicated that two developed deeper understandings of science learners and learning. However, one participant was resistant to learning and gained more limited understandings.

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Author information

Authors and Affiliations

  1. Center for Science Education, Indiana State University, Sciences Building, 191, 600 E. Chesnut Street, Terre Haute, IN, USA

    Carolyn S. Wallace

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  1. Carolyn S. Wallace
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Correspondence to Carolyn S. Wallace.

Appendices

Appendix A: Questions from the Pre- and Post-Study Questionnaires

Nature of Learning Questionnaire

  1. 1.

    How do you know (personally) if you have learned something?

  2. 2.

    Describe the processes through which humans learn.

  3. 3.

    Over time, people can develop a “learner identity” although this can change throughout life. What are some influences on a person’s learner identity?

  4. 4.

    How can a learner identity affect the way a person responds to instruction?

  5. 5.

    Describe how a learner’s identity can change.

  6. 6.

    What are five diverse learning strategies of middle school children?

  7. 7.

    What are some of the ways that gender, ethnicity or race might affect how people learn?

  8. 8.

    How do you know when a middle school child has learned something?

Action Research Questionnaire

  1. 1.

    What are the purposes of action research and how can action research be useful to the teacher?

  2. 2.

    Give three examples of questions that might guide an action research project.

  3. 3.

    What are the advantages of collecting data systematically, rather than relying on normal classroom observation?

  4. 4.

    What are some examples of types of data that may be collected in connection with action research?

  5. 5.

    Give an example of how action research might be used to solve an educational dilemma or problem.

  6. 6.

    On a scale of one to ten, how ready are you to conduct action research in your own classroom. Explain.

  7. 7.

    What are your personal views about the importance of action research?

  8. 8.

    Please write any other thoughts you have about action research below.

Appendix B: Semi-structured Interview Questions

  1. 1.

    Describe your service learning experience.

  2. 2.

    What are some of the most important things you learned during the service learning experience?

  3. 3.

    Have your ideas about how children learn changed or deepened at all during the service learning experience? If so, how?

  4. 4.

    What did you learn from your action research project?

  5. 5.

    How do you think you came to these understandings?

  6. 6.

    How ready are you to conduct action research in your own classroom?

  7. 7.

    What new ideas will you take forward with you into teaching from the experiences in this course?

  8. 8.

    In what ways was the reflective journal valuable to you for processing new understandings?

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Wallace, C.S. Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings. J Sci Teacher Educ 24, 811–832 (2013). https://doi.org/10.1007/s10972-013-9337-0

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  • DOI: https://doi.org/10.1007/s10972-013-9337-0

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