Initiatives to Prepare New Science Teachers for Promoting Student Engagement

Abstract

In this chapter we explore contemporary thinking on student engagement in science and how this might be enhanced through the development of initiatives in the training of new science teachers. Drawing on the wealth of literature on students’ attitudes to science, relevance, motivation and identity, the main issues underpinning student engagement and participation in science are discussed. These issues have informed recent initiatives in an initial teacher education programme called the Postgraduate Certificate in Education (PGCE) that aim to help student teachers become aware of student engagement as an important outcome of science teaching. Three initiatives are discussed: learning science outside the classroom, learning science with technology, and supporting teacher creativity through action research. The first of these involves student teachers planning and teaching groups of school students at the Royal Botanical Gardens, Kew (London) and the London Science Museum. The Kew experience also involves the second initiative, use of a smartphone application called GeoSciTeach, to support spatial thinking in science. Observations of school students working in these settings reveal a high level of engagement. The action research initiative involves the student teachers preparing engaging resources on their teaching practice, and reflecting on their value for a written assignment. A small survey of the student teachers shows the key resources that they found to be most engaging for school students include games, practical activities, technology-based learning experiences and role-plays. Evidence suggests that these initiatives help student teachers to value student engagement in science.