Universal Journal of Educational Research Vol. 4(5), pp. 1214 - 1222
DOI: 10.13189/ujer.2016.040535
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Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers

Pei-Ling Hsu ^*
Department of Teacher Education, College of Education, University of Texas at El Paso, USA

ABSTRACT

The high attrition rate of new science teachers demonstrates the urgent need to incorporate effective practices in teacher preparation programs to better equip preservice science teachers. The purpose of the study is to demonstrate a way to enrich preservice science teachers' preparation by incorporating informal science teaching practice into science method courses. A phenomenographic study was conducted to understand preservice teachers' experiences in informal science practice and discuss the multiple benefits of this practice. Five experiential descriptions are identified: (a) rigorous preparations to teach in an informal environment; (b) an engaging and informative environment for teaching and learning; (c) improvisation to address learners' needs spontaneously; (d) a sense of contribution and rewarding experience; and (e) insight development for teaching through feedback, reflection, and observation. These experiences allow preservice teachers to develop confidence in science teaching that may help them overcome obstacles when they become science teachers.

KEYWORDS
Informal Science Teaching, Preservice Teachers, Phenomenography, Teacher Education

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Pei-Ling Hsu , "Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers," Universal Journal of Educational Research, Vol. 4, No. 5, pp. 1214 - 1222, 2016. DOI: 10.13189/ujer.2016.040535.

(b). APA Format:
Pei-Ling Hsu (2016). Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers. Universal Journal of Educational Research, 4(5), 1214 - 1222. DOI: 10.13189/ujer.2016.040535.