Using microteaching to improve preservice elementary teachers’ physical science content knowledge

Abstract

This study examines the impact of microteaching experiences of preservice elementary teachers enrolled in a science teaching methods course.  The microteaching lessons targeted the physical science concepts represented in the Texas Educational Agency’s exam for early childhood through sixth grade teacher certification.  The results of this study demonstrate that targeting preservice elementary teachers’ specific areas of weakness in content through microteaching, feedback, and reflection can have a positive impact on the science subject teacher certification exam passing rate. Additionally, this type of intervention provides preservice teacher programs with another technique to improve science content understanding.