Science-Based Service-Learning in Science Teacher Education

Abstract

Service-learning is a teaching practice in which students engage in community service that is relevant to their course goals, and has been shown to improve students achievement, attitudes, and application of course content. While there have been many studies on service-learning in teacher education, and the experiences have been very positive for teachers, e.g., for working with multicultural populations, few of the service-opportunities have been science-based. This qualitative case study examined two science education students engaged in an intensive service-learning experience, working with scientists on wetlands restoration. The study uncovered the ways in which the intensive service-learning experience influenced the teachers practice. Through analysis of varied data sources, including interviews, blog posts, and classroom artifacts, findings suggest that the experience affected how the science teachers conceptualized ideas about science practices and the nature of science, and that the teachers used their experience in their instruction. Science-based service-learning may be a way to assist science teachers in developing their pedagogical content knowledge and ideas about science practices and the nature of science.