NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1409457
Record Type: Journal
Publication Date: 2024
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1059-0145
EISSN: EISSN-1573-1839
Integrating Science Concepts through Poetry: A Study Comparing Online and Face-to-Face Teaching Methods Courses for Pre-Service Elementary Educators
Tyler S. Love; Doris Lee; Mary Napoli
Journal of Science Education and Technology, v33 n1 p57-67 2024
The literature has documented a lack of daily instructional time dedicated to teaching science in comparison to mathematics and literacy in elementary education. Utilizing poetry has shown promise in increasing teachers' integration of science concepts, teaching literacy skills, improving student engagement, and fostering creativity. This study examined changes in the science teaching beliefs of two cohorts (n = 46) of elementary pre-service teachers (PSTs) co-enrolled in a literacy methods course and an elementary science methods course. The instructors collaboratively taught a hands-on integrated science and poetry unit, and mentored PSTs in creating their own poems and a corresponding 5E lesson plan. One cohort participated synchronously online due to COVID-19, while the other cohort participated the following year in person. The study revealed significant increases in PSTs' self-efficacy to teach science after the methods courses. When comparing the two cohorts, PSTs from the online group reported significantly greater gains in their self-efficacy to teach science. There were no significant differences between groups regarding their outcome expectancy for teaching science and their perceived understanding of and preparation for teaching science content. This research has implications for teacher preparation programs, professional development efforts, and the integration of more science teaching within elementary classrooms.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A