Bridging the Gap Between Beliefs and Practice Preservice Science Teachers’ Orientation Shifts through Experiential Place-based Instruction

Abstract

This study examined the impact of hands-on, inquiry-based learning experiences in an informal setting on developing preservice teachers' science teaching orientations. Effective science instruction requires educators to adopt adaptive, inquiry-oriented beliefs that guide how they plan, implement, and assess their teaching, extending beyond mere content knowledge. By engaging in authentic, place-based educational activities that offered unique opportunities for experiential learning, participants in this study connected with scientific concepts in real-world contexts. The study explored how outdoor, inquiry-based experiences shaped preservice teachers’ orientations and revealed patterns in their orientations toward place-based education as practical instructional teaching models. The findings showed observable and significant shifts as participants expanded their views, favoring more interactive informal or outdoor teaching and learning. The results also showcased the value of hands-on engagement, scientific relevance through localized contextual learning, and peer collaboration. These findings suggest that teacher education programs should include contextually relevant experiential learning strategies to foster students’ development of effective, inquiry-driven teaching beliefs. These beliefs promote increased innovative science practices that connect learning to local communities.