A Study of Teacher Candidates' Experiences Investigating Global Climate Change Within an Elementary Science Methods Course

Date: 
Wednesday, June 1, 2011
Resource Type:
Peer-reviewed article | Research Products
Environment Type: 
Professional Development, Conferences, and Networks, Professional Development and Workshops, Informal/Formal Connections, K-12 Programs
Audience: 
Elementary School Children (6-10) | Educators/Teachers
Discipline: 
Climate | Education and learning science
Organization:
University of Maryland College Park
Description: 

We investigated the inclusion of a curricular module on global climate change in an Elementary Science Methods course. Using complementary research methods, we analyzed findings from 63 teacher candidates’ drawings, questionnaires, and journal entries collected throughout their participation in the module. We highlighted three focal cases to illustrate the diversity of participants’ experiences. 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.

Team Members

J. Randy McGinnisJ. Randy McGinnisAuthor
Gili Marbach-AdGili Marbach-AdAuthor

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