Abstract
This paper describes an innovation in teacher education designed to increase the confidence of preservice teachers in their ability to instruct elementary children in hands-on science. The program relied on small group teaching experiences at an on-campus interactive science center to provide preservice teachers with controlled instructional experiences. The findings showed that the program at the science center achieved its aims and benefitted the preservice teachers involved. Interview data suggest that working in peer groups was also a significant factor and supports previous research conducted at the San Francisco Exploratorium. Follow-up research is now needed to determine if supportive peer groups of preservice teachers are needed in order to achieve desirable outcomes.
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