Science That’s Out of This World

Graphical Abstract

Abstract

Elementary preservice teachers (PSTs) enrolled in teacher preparation programs tend to have limited opportunities to engage in the inquiry process and practice teaching science. Elementary science methods courses support PSTs with some in-class hands-on activities and opportunities to teach science content to their peers; however, many PSTs still do not feel comfortable with science content (Brígido et al. 2013). Additionally, many do not feel confident in their ability to teach it effectively as they enter their student teaching semester (Gunning and Mensah 2011). Bandura (1997) suggested enactive mastery experiences—authentic successes at dealing with a particular situation—are one of the most influential sources of self-efficacy, as they provide evidence of whether an individual can be successful as a specific task. The notion of science teaching self-efficacy has led to discussions on how best to enhance science methods courses to develop and support PSTs’ teaching self-efficacy.

Keywords:

• Informal Education
• Inquiry
• STEM
• Teaching Strategies

Notes on contributors section

Franklin S. Allaire ([email protected]) is assistant professor of science education in the Department of Urban Education at the University of Houston-Downtown.

Becky Kamas ([email protected]) is STEM on Station activity manager in the Office of STEM Engagement at NASA Johnson Space Center in Houston, Texas.

Additional information

Notes on contributors

Franklin S. Allaire

Franklin S. Allaire ([email protected]) is assistant professor of science education in the Department of Urban Education at the University of Houston-Downtown.

Becky Kamas

Becky Kamas ([email protected]) is STEM on Station activity manager in the Office of STEM Engagement at NASA Johnson Space Center in Houston, Texas.