A Study of Teacher Candidates’ Experiences Investigating Global Climate Change Within an Elementary Science Methods Course
Source: Journal of Science Teacher Education, Volume 22, Issue 4, p. 351-369. June 2011
In this article, the authors investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course.
The authors analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries collected throughout their participation in the module.
Findings suggest potential positive impacts on teacher candidates’ content understanding related to global climate change, confidence to teach, and awareness of resources to support their future science instruction.
Recommendations for science teacher education underscore the importance of providing opportunities for teacher candidates to increase their relevant content understanding, helping teacher candidates become familiar with appropriate curricular resources, and engaging in ongoing conversation and evaluation of developing views and understandings related to global climate change.