Integrating Communal Content into Science Lessons: An Investigation of the Beliefs and Attitudes of Preservice Teachers

Autor/inn/en	Fuesting, Melissa A.; Diekman, Amanda B.; Bautista, Nazan
Titel	Integrating Communal Content into Science Lessons: An Investigation of the Beliefs and Attitudes of Preservice Teachers
Quelle	In: School Science and Mathematics, 121 (2021) 3, S.154-163 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12457
Schlagwörter	Preservice Teachers; Science Teachers; Student Attitudes; Beliefs; Science Careers; Science Instruction; Lesson Plans; Science Education; Educational Objectives + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Belief; Glaube; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Naturwissenschaftliche Bildung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Developing student capacity for the science, technology, engineering, and math (STEM) workforce requires not only better preparation in specific content and skills but also better preparation in understanding the goals that STEM fields can afford. In particular, stereotypic views that STEM fields lack communal opportunities to work with and help others dampen interest in pursuing STEM careers. This research project investigated preservice science teachers' (PST) beliefs about whether science careers afford communal goals, and then employed experimental methodology to assess reactions to science lessons that integrate communal content. PSTs perceived STEM fields as less likely than other fields to fulfill communal goals. Yet lesson plans that integrated communal applications were perceived as more likely to engage students. The communally-oriented lesson plans were then further developed for dissemination. We discuss the opportunities and obstacles to integrating communal content into science education instruction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01