To understand how integrated science education (ISE) can be transferred into successful classroom practices, it is important to understand teachers’ perceptions and self-efficacy. The focus of this study is twofold: (1) to understand how teachers perceive ISE and (2) to assess if science teachers’ perceptions of and experiences with integrated education correlate with their views on self-efficacy in relation to ISE. Ninety-five Finnish science teachers participated in an online survey study. A mixed method approach via exploratory factor analysis and data-driven content analysis was used. Self-efficacy emerged as a key factor explaining teachers’ perceptions of and their lack of confidence in implementing ISE as well as their need for support. In addition, teachers regarded ISE as a relevant teaching method, but challenging to implement, and teachers primarily applied integrated approaches irregularly and seldom. Furthermore, teachers’ experiences with integrated activities and collaboration correlated with their views on integrated education and self-efficacy. These findings indicate teachers need support to better understand and implement ISE.
Drama activities have been argued to engage students’ cognitions, emotions and actions, making them a prospective, although not very well understood part of science education. The aim of this study is to understand pre-service science teachers’ (PSSTs) experiences as drama facilitators for high school science students. The experiences of preservice science teachers’ drama facilitation were explored in two cases, in which they designed and facilitated drama activities for high school students (13-15 years old). The PSSTs in both cases read a story to students, who were then given roles related to that story. The data consists of in-depth interviews with the PSSTs. In the interviews concerning their experiences, the PSSTs were found to to recognize science learning opportunities and challenges while taking care of student inclusion and showing sensitivity towards students’ emotional expressions. The study illustrates a novel framework for working with science learning opportunities and challenges related to emotional expression in drama activities.
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