Exploring Latino Preservice Teachers’ Attitudes and Beliefs about Learning and Teaching Science: What Are the Critical Factors?

Abstract

This qualitative study explores the in- and out-of-school experiences that could have influenced elementary preservice teachers’ beliefs and attitudes toward learning and teaching science.  Participants were 126 Latina/o EC-6 preservice teachers in the context of a 16-week undergraduate level elementary methods course. Data sources consisted of written reflections and semi-structure interviews. Findings show that preservice Latino teachers’ views about science can be determined by multiple factors, being the most important, their science teachers’ attitudes and the type of instruction they received as students from elementary through high school. Participation in science activities with their families and media influence were other factors.  Implications relate to creating more engaging science lessons and valuing in- and outside school students’ everyday experiences. These findings add to a growing literature on educational attainment gaps in the STEM field.