INTERDISCIPLINARY JOURNAL OF ENVIRONMENTAL AND SCIENCE EDUCATION
Research Article

A Case Study of Elementary Pre-Service Teachers Experiencing an STS-Based Science Methods Course

Interdisciplinary Journal of Environmental and Science Education, 2022, 18(4), e2299, https://doi.org/10.21601/ijese/12370
Publication date: Aug 16, 2022
Full Text (PDF)

ABSTRACT

Incorporating STS-based instruction in K-12, particularly, elementary classrooms, is contingent upon proper preparation of a teaching force that understands STS issues and is well equipped to focus instruction on such issues. It is, therefore, imperative that teacher beliefs, attitude, and understanding of STS issues and STS-focused instruction are considered and addressed during teacher education programs and particularly methods courses. The purpose of the current case study was to examine a small group of elementary pre-service teachers’ experiences and reflection on the STS component of a science methods course, pre and post environmental literacy, views and attitude toward STS issues and instruction, and how their experiences influenced their views and attitudes. The results of this study are promising and allow us to examine the experiences and perceptions of individual students. All five participants who began the course with minimal knowledge of STS issues and little to no confidence or willingness to teach about STS issues, ended the course with a greater understanding of STS issues, skills to deal with and teach STS issues, and willingness to take action and incorporate STS-based instruction. The study’s participants suggested that multiple aspects of the exploratory and STS-focused course allowed for them to rethink some of their previous ideas, gain a deep understanding of STS issues, and become equipped to take action and also incorporate STS-based instruction into their future classrooms.

KEYWORDS

STS education science methods course pre-service teachers

CITATION (APA)

Amirshokoohi, A., Kazempour, M., & Soyer, M. (2022). A Case Study of Elementary Pre-Service Teachers Experiencing an STS-Based Science Methods Course. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2299. https://doi.org/10.21601/ijese/12370
Harvard
Amirshokoohi, A., Kazempour, M., and Soyer, M. (2022). A Case Study of Elementary Pre-Service Teachers Experiencing an STS-Based Science Methods Course. Interdisciplinary Journal of Environmental and Science Education, 18(4), e2299. https://doi.org/10.21601/ijese/12370
Vancouver
Amirshokoohi A, Kazempour M, Soyer M. A Case Study of Elementary Pre-Service Teachers Experiencing an STS-Based Science Methods Course. INTERDISCIP J ENV SCI ED. 2022;18(4):e2299. https://doi.org/10.21601/ijese/12370
AMA
Amirshokoohi A, Kazempour M, Soyer M. A Case Study of Elementary Pre-Service Teachers Experiencing an STS-Based Science Methods Course. INTERDISCIP J ENV SCI ED. 2022;18(4), e2299. https://doi.org/10.21601/ijese/12370
Chicago
Amirshokoohi, Aidin, Mahsa Kazempour, and Madison Soyer. "A Case Study of Elementary Pre-Service Teachers Experiencing an STS-Based Science Methods Course". Interdisciplinary Journal of Environmental and Science Education 2022 18 no. 4 (2022): e2299. https://doi.org/10.21601/ijese/12370
MLA
Amirshokoohi, Aidin et al. "A Case Study of Elementary Pre-Service Teachers Experiencing an STS-Based Science Methods Course". Interdisciplinary Journal of Environmental and Science Education, vol. 18, no. 4, 2022, e2299. https://doi.org/10.21601/ijese/12370

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