Preservice Teachers’ Perceptions of Learning Science Methods Through Hybridizing Asynchronous and Traditional Experiences

This study addresses preservice teachers’ perceptions toward online experiences, specifically, their perceptions about utilizing an online science methods curriculum versus a traditional methods curriculum. Thirty-eight senior level preservice teachers at a midwestern U.S. university completed surveys about their experiences during their methods course that included a module for online content learning, videos of fourth- and fifth-grade elementary student in situ learning, and exploration of pedagogical skills embedded in an electricity module. Survey and focus group data indicate that the preservice teachers valued and wanted more online experiences, but not as a total replacement of traditional methods experiences. Teacher education preparation programs must identify with and address preservice teacher expectations about the value placed upon online experiences. Specifically, online experiences can help focus instruction and enhance student interaction about life in an elementary classroom. Implications of this study help address professional movements for incorporating online experiences for in-service K-12 teachers and schools