The Impact of College Coursework, Out-Of-School Time Activities, and Teaching Experiences on Preservice Teachers’ Scientific Subject Matter Knowledge and Knowledge of Student Misconceptions

Abstract

This study examined how college-level factors, including general education coursework, STEM courses, out-of-school time (OST) activities, and teaching experiences relate to preservice teachers’ scientific Subject Matter Knowledge (SMK) and Knowledge of Student Misconceptions (KOSM). Using regression analyses on a combined sample of preservice teachers, the study also examined whether these relationships differed by intended teaching level (elementary vs. middle/high school). Results indicated that, among preservice teachers taking an elementary-level science test, enrollment in STEM coursework such as biology and mathematics/statistics was positively associated with the SMK and KOSM in life science, while taking one physics course improved SMK and KOSM in earth science. Across the whole sample, OST engagement such as visits to libraries and science centers and talking about STEM with family/friends/those with opposing views were also linked to preservice teachers’ improved SMK and KOSM. In addition, thinking about how science explains everyday experiences was associated with improved SMK for all grade levels. Interaction effects showed that, for instance, preservice teachers who intend to teach in middle/high school who participated in STEM-related clubs, events, lectures, courses, or workshops exhibited higher SMK compared to their counterparts who did not engage in such activities, whereas the opposite was true for preservice teachers who intend to teach in elementary school. Finally, across the whole sample, general education coursework and teaching experiences during preservice training did not significantly improve SMK or KOSM.