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Exploring preservice teachers' perceptions of differentiated science instruction
Abstract
This study explored four preservice teachers’ perceptions of differentiated science instruction while they were enrolled in a semester-long elementary science methods course and corresponding science field practicum experience. Analysis of multiple qualitative data sources reflected five common themes: (a) getting to know students; (b) adapting instruction; (c) using multi-modal instruction; (d) increasing student engagement; and (e) influential experiences and role models. The findings can be used to inform the reevaluation and redesign of teacher preparation programs and elementary science methods courses to better prepare preservice teachers to effectively differentiate science instruction to meet the needs of diverse learners in their future elementary classroom.
Subject Area
Elementary education|Special education|Science education
Recommended Citation
Harshbarger, Dena K, "Exploring preservice teachers' perceptions of differentiated science instruction" (2015). ETD collection for University of Nebraska-Lincoln. AAI3716433.
https://digitalcommons.unl.edu/dissertations/AAI3716433