“This is More About a Book Than About Science!” Preservice Teachers’ Perceptions Toward Using Literacy Strategies in Inquiry-Based Science Lessons

Main Article Content

Suzanne Nesmith
Evan Ditmore
Lakia Scott
Toby Zhu


The application of literacy strategies in the context of inquiry-based elementary science instruction betokens an expansion of contemporary thought regarding cross-curricular instruction. Yet, in light of the potential and promise of new developments, the perceptions of preservice teachers, who will soon be expected to make use of such cross-curricular instructional strategies, remain largely unexplored. Through the use of structured interviews and surveys, insight was gleaned regarding why preservice teachers did, or, as in most instances, did not make use of literacy strategies during their elementary science field experience, wherein they were tasked with teaching an inquiry-based science lesson. Results indicate that though the vast majority of participants acknowledged the value of using the strategies, most elected not to employ them, as a result of numerous and varied concerns. Implications allow teacher educators to utilize perspective variances to support preservice teachers’ abilities to understand and apply novel instructional approaches. 

Article Details

Research / Empirical
Author Biographies

Suzanne Nesmith, Baylor University

Curriculum and Instruction

Associate Professor

Evan Ditmore, Baylor University

Curriculum and Instruction

Lakia Scott, Baylor University

Curriculum and Instruction

Assistant Professor

Toby Zhu, Baylor University

Curriculum and Instruction