Preservice teachers' views of inclusive science teaching as shaped by images of teaching, learning, and knowledge

Abstract

This was a descriptive study of preservice elementary teachers' understandings of and approaches to inclusive science teaching. This study was situated in an elementary science methods course that used a variety of teaching methods to focus on issues related to inclusive science teaching. Data sources included student written work and audiotapes of classroom discussions related to inclusion. Through our interpretive analysis we identified the preservice teachers' positivist views of knowledge, learning, and teaching as one of the most prominent tools through which they understood and reacted to ideas of teaching science to diverse student populations. The impact of this view on preservice teachers' interpretations of science teaching methods presented in the course as well as on their own teaching efforts is described. Finally, suggestions of how to help preservice elementary teachers recognize and build upon student diversity through science instruction are discussed. ©1999 John Wiley & Sons, Inc. Sci Ed 83:131–150, 1999.