Exploring Latino Preservice Teachers' Attitudes and Beliefs about Learning and Teaching Science: What Are the Critical Factors?

Autor/in	Diaz, Maria Eugenia
Titel	Exploring Latino Preservice Teachers' Attitudes and Beliefs about Learning and Teaching Science: What Are the Critical Factors?
Quelle	In: International Journal of Research in Education and Science, 5 (2019) 2, S.574-586 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Preservice Teachers; Hispanic American Students; Student Attitudes; Beliefs; Elementary Education; Science Teachers; Hands on Science; Science Activities; STEM Education; Student Experience; Elementary School Science; Self Efficacy; Science Interests; Scientific Attitudes; Teacher Influence; Science Education; Scientific Methodology; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Belief; Glaube; Elementarunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Studienerfahrung; Self-efficacy; Selbstwirksamkeit; Naturwissenschaftliche Bildung
Abstract	This qualitative study explores the in- and out-of-school experiences that could have influenced elementary preservice teachers? beliefs and attitudes toward learning and teaching science. Participants were 126 Latina/o EC-6 preservice teachers in the context of a 16-week undergraduate level elementary methods course. Data sources consisted of written reflections and semi-structure interviews. Findings show that preservice Latino teachers? views about science can be determined by multiple factors, being the most important, their science teachers? attitudes and the type of instruction they received as students from elementary through high school. Participation in science activities with their families and media influence were other factors. Implications relate to creating more engaging science lessons and valuing inand outside school students? everyday experiences. These findings add to a growing literature on educational attainment gaps in the STEM field. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01