Pura Vida: teacher experiences in a science education study abroad course in Costa Rica

Date

2017-12

Authors

Medina, Stephanie Rae

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Abstract

The purpose of this study was to explore the experiences of classroom teachers who participated in a science-focused study abroad during their time as a preservice teacher and to explore how they are using their study abroad experiences in science curriculum planning and in classroom instruction. This study is guided by two research questions: 1) what are the study abroad experiences that have influenced classroom teachers; and, 2) how do classroom teachers incorporate study abroad experiences into science curriculum planning and instruction in the classroom? Participants were two in-service science teachers from schools located in the Southwestern United States. The participants were enrolled in the course, Environmental Science and Multicultural Experience for K – 8 Teachers offered through the Department of Educational Leadership, Curriculum and Instruction during their time as preservice teachers. The course included a two-week study abroad component in Costa Rica. Participants spent their mornings observing a monolingual, Spanish-speaking elementary classroom followed by a faculty-led multicultural seminar. Afternoons during the study abroad experience were dedicated to field science activities such as quantifying plant and animal biodiversity, constructing elevation profiles, determining nutrient storage in soil, and calculating river velocity. Throughout the course students participated in science-focused excursions. A cross case study design was used to answer the two research questions guiding this dissertation study. Data collection included participant-created concept maps of the science experiences during the study abroad experience, in-depth interviews detailing the study abroad experience and classroom instruction, and participant reflective journal entries. Cross-caseanalysis was employed to explore the uniqueness of each participant’s experience and commonalities between the cases. Trustworthiness was established by utilizing multiple sources of data, member checking, documenting the process of identifying themes from findings, and peer de-briefing. Four themes emerged via data analysis, they include: (1) experiencing science in Costa Rica, comprised of the categories of facilitated science experiences, collaborative grouping, and science stressors; (2) studying abroad in Costa Rica, containing the categories Costa Rica is your oyster, background of Costa Rica, foreground of Costa Rica, atmosphere of Costa Rica, and Costa Rican culture; (3) transferability of science experiences including the categories disposition of teaching, pedagogical knowledge, what you teach, and for whom you teach; and (4) the multicultural classroom made up of the categories Costa Rican classroom struggles, positive Costa Rican classroom climate, transferability of instructional approaches, and developing cultural competency. Implications for study abroad decision-makers and stakeholders are included. Additionally, recommendations for future research are also described. Preservice science teachers develop their knowledge of science, confidence to teach science, and ability to instruct students in the field of science in a multicultural classroom, as a product of science-focused study abroad opportunities.

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Keywords

cross-case analysis, experiential learning theory, field experience, qualitative, science education, teacher education

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