Exploring Pre-Service Elementary and Middle School Earth Science Teachers' Perceptions of Earth Science Learning Via Drawing

Abstract

Purpose: The purpose of this study was to investigate the perceptions of elementary pre-serviceteachers and secondary pre-service teachers regarding Earth Science learning. Methods: A total of 134 pre-service teachers participated in this research survey, including 92elementary pre-service teachers from A Education University, 42 secondary pre-service teachers fromB University. and C University majoring in Earth Science education. Among the participants, 12pre-service teachers, including three elementary pre-service teachers and nine secondary pre-serviceteachers, agreed to additional interviews, which were conducted through online meetings. Results: The survey results revealed a tendency among both elementary and secondary pre-serviceteachers to emphasize the aspect of knowledge acquisition when defining earth science learning. Theperception of “good” and “bad” classes could be interpreted as being influenced by the presence orabsence of interaction between teachers and students. Regarding past experiences with Earth Science,elementary pre-service teachers reported the highest frequency of experiences related to knowledgeacquisition in classroom settings, while secondary pre-service teachers reported the highest frequencyof experiences related to astronomical observations. In terms of envisioning future Earth Scienceinstruction, both elementary and secondary pre-service teachers demonstrated implicit understandingof subject matter knowledge (including knowledge of the curriculum, content knowledge, andknowledge of online learning environments). Conclusion: The findings of this study are expected to provide an indicator of the perceptions heldby elementary and secondary pre-service teachers regarding Earth Science learning, serving asfundamental data with academic value that can be utilized in future international comparative researchon Earth Scien ce education.