REFLECTIONS FROM AN UNDERGRADUATE PRESERVICE EARTH SCIENCE TEACHER

There are numerous misconceptions about many topics in the field of Earth science. These include seasonality, groundwater, the water cycle, ozone, the greenhouse effect, and cloud composition. Undergraduate preservice training in both science content and science methods courses often ignores misconceptions or only mentions them indirectly. Research shows that some preservice teachers maintain these misconceptions into their careers, perpetuating the cycle of erroneous knowledge.

Preservice teachers who receive extensive training in theory and foundations are often at a loss when it comes to applying those theories, writing lessons and classroom management. Preservice field experience typically consists of observation, “midtier” and student teaching experiences. However, placements are often made unrelated to students’ majors. This creates internal dissonance for many students that may lead to their attrition.

The following recommendations are made based on student experience. Students should actively participate in their learning by communicating what they want to learn and by seeking guidance and assistance from faculty. Students should also convey when they are struggling and express their thought processes about topics. Faculty in content courses should actively address misconceptions in their teaching. Faculty in methods courses must train preservice teachers in strategies for addressing misconceptions and reducing their persistence among young learners. Methods courses should also train students to address and respond to the religiosity of students and parents, especially in rural settings. One way to accomplish these goals is through an advanced methods course, or an apprenticeship/shadow experience with science faculty in a college classroom.