Student teachers’ challenges addressed by science didactics when reflecting upon teaching at a science centre

Abstract

This study aimed to examine student teachers’ challenges addressed by science didactics in a fieldwork assignment at a science centre. From a teacher educator perspective, it is central to understand how student teachers’ theoretical understanding of science didactics comes into play in practice. The empirical material consists of video-stimulated reflections on teaching science at the science centre. By using a didactic model, the influence of artefacts as representations emerges as the most prominent challenge with science didactics at the science centre. This, together with the identified challenges: knowledge about school students’ science understanding, making science content accessible, and the complexity of asking questions, indicates that the didactic model becomes a valuable analytical tool. To create didactical situations in teaching practice, the didactic model provides a powerful ‘thinking tool’ for student teachers – as well as teacher educators in their practice.