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Developing Elementary Preservice Teachers' Initial Conceptions of Common Practices in Science and Mathematics Teaching

This qualitative study investigated the developing conceptions of common teaching methods for mathematics and science among elementary preservice teachers when using the learning cycle as a framework for coursework. The use of tools for conceptual development, processes for meaningful learning, and common pedagogical approaches were explored using pre- and post-survey data and weekly blog entries. The study took place during a summer science and mathematics methods course sequence. Results indicated many of the participants initially thought science and mathematics should be approached in very different ways. Eventually, eighty-two percent of preservice teachers recognized commonalities in teaching approaches, including use of inquiry within a learning cycle framework.