Promoting Shifts in Preservice Science Teachers’ Thinking through Teaching and Action Research in Informal Science Settings

• DOI: 10.1007/s10972-013-9337-0
• Publication Date: 2013-02-09T02:50:25Z
• Authors: Carolyn S. Wallace
• Keywords: Action Research; Learning Sciences; Science learning

The purpose of this study was to investigate the influence an integrated experiential learning and action research project on preservice science teachers' developing ideas about teaching, learning, itself. qualitative, interpretive examined 10 master's degree students who were involved in service with children informal education settings. Results indicated that all participants enhanced their knowledge as diverse learners importance prior learning. In-depth case studies for three two developed deeper understandings However, one participant resistant gained more limited understandings.