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ERIC Number: EJ1099825
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-2332-3205
Science Teaching Experiences in Informal Settings: One Way to Enrich the Preparation Program for Preservice Science Teachers
Hsu, Pei-Ling
Universal Journal of Educational Research, v4 n5 p1214-1222 2016
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.
Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A