Developing an interest in science: background experiences of preservice elementary teachers

Abstract

Research on playfulness, science, and creativity suggests that there is a connection between having positive background experiences with science and the development of interest in science. However, there is little empirical research on where, how, and when teachers’ in-terests in science develop. The purpose of this research was to explore connections between preservice elementary teachers’ background science experiences and interest in science. Subjects were 53 preservice teachers in two sections of a science methods course. The data were collected by administering a self-report Science Background Experiences Survey. Students with low and high initial interest in science were significantly different on remem-bering about their elementary school science and involvement in non-school science activi-ties including science related field trips, play and exploration.