Abstract
ABSTRACT Teacher candidates kept journals for one semester, documenting the science content and practices they encountered in their daily lives, while their professor provided detailed written feedback. The objective of this study was to determine gaps in everyday science practices, and to eventually design interventions which might help teacher candidates relate all the NGSS science practices to their students’ lives. The most common NGSS science practices documented were asking questions and obtaining, evaluating, and communicating information. The least documented practices were analyzing and interpreting data and using mathematics and computational thinking. This assignment helped teacher candidates develop their identity as scientists, notice more science in their daily lives, and helped them bridge the gap from everyday applications of science to their classroom lessons. They found the exercise to be empowering, challenging, interesting, and enjoyable. Professor feedback on the journal entries was the most motivating aspect of the assignment. This study revealed gaps in the science and engineering practices that preservice science teachers experience in their lives.
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