Using participation in public school ?family science night? programs as a component in the preparation of preservice elementary teachers

Abstract

The purpose of this investigation was to explore the use of public school/university collaborative “family science night” programs as a component in the preparation of preservice elementary teachers. Collaboratives were established between universities and public elementary schools in southern California and central Texas. Family night programs were conducted in the evening hours in the cafeterias of the participating schools. Each family night session was facilitated by a science educator from the participating university who was assisted by university students from the school's teacher preparation program. The university students were placed in cooperative groups with elementary students and their parents during hands-on activities. Qualitative data were collected by the facilitators using direct observation, intake surveys, parent/child exit surveys, university students' journals, and formal and informal interviews. Data were analyzed and compared to determine the effects of participation in the sessions on the various individuals involved. The programs in both states were rated as exceptional by the parents and elementary students. The university students at all sites reported learning about science concepts and science teaching strategies, as well as general pedagogical and psychological concepts. Much of this learning was thought to be associated with the general social nature of the events. Modeling, an important source of “social cognitive learning,” was concluded to have played an important role in the preservice teachers' development of a more positive self-efficacy toward both science and science teaching. The preservice educators also indicated that the sessions provided them with invaluable opportunities to interact with parents, and to learn about families. © 1997 John Wiley & Sons, Inc.