
Examining Pre-Service Elementary Educators’ Perceptions of Teaching Science when Integrated with Poetry
Research has revealed that a small percentage of weekly instructional time in the elementary grades is dedicated to teaching science. Additionally, elementary educators receive limited preparation to teach science concepts compared to math or literacy skills. Therefore, this study examined if utilizing poetry to teach science concepts had a significant influence on elementary pre-service teachers’ (PSTs) self-efficacy and expected outcomes toward teaching science. Instructors in elementary literacy and science teaching methods courses collaborated to model strategies that integrated poetry within a science unit and mentored the PSTs in creating poems. Following the three-week integrative unit, analyses of the survey responses revealed significant increases in the PSTs’ expected outcomes resulting from their science teaching when integrating poetry. Ninety-two percent of the PSTs believed poetry would help them integrate more science instruction and in greater depth. Moderate positive correlations were found between PSTs’ self-efficacy toward teaching science and gains in: a) perceived knowledge of science concepts, b) belief that poetry would help integrate more science instruction, and c) belief that integrating poetry would help students learn science concepts better. This study provides implications for informing teacher preparation programs, professional development experiences, and integrated curricula efforts to expand science instruction in elementary curricula.
This is the peer reviewed version of the following article: Love, T. S., Napoli, M., & Lee, D. (2023). Examining pre-service elementary educators’ perceptions of teaching science when integrated with poetry. School Science and Mathematics. It has been published in final form at https://onlinelibrary.wiley.com/journal/19498594. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
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Work Title | Examining Pre-Service Elementary Educators’ Perceptions of Teaching Science when Integrated with Poetry |
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License | CC BY-NC-ND 4.0 (Attribution-NonCommercial-NoDerivatives) |
Work Type | Article |
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Publication Date | February 2023 |
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Deposited | January 21, 2023 |
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