The goals of science education include providing students with real‐world learning experiences that connect directly to learning objectives and deepen student interest in science. Learning experiences that occur outside of the science classroom can help science educators respond to these goals. To encourage the use of learning environments beyond the four walls of a classroom, teacher preparation programs should integrate learning experiences for preservice teachers that engage them in learning science and methods for science teaching beyond the classroom. The purpose of this study was to investigate how preservice teachers’ learning and pedagogical experiences in an elementary science methods class that extends beyond the classroom setting may influence the frequency and type of out‐of‐classroom experiences they include in self‐constructed, 5E instructional sequences. Findings in this exploratory, multicase study indicate that preservice teachers who experienced out‐of‐classroom learning in their science methods course may be likely to include similar types of learning in their written lesson plans. However, PSETs who were offered multiple and varied learning experiences beyond the traditional classroom were more likely to include out‐of‐classroom experiences in self‐constructed 5E instructional sequences than those with limited or one‐time experiences.

中文翻译：

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在课堂之外推进职前教师的科学教学法

科学教育的目标包括为学生提供与真实学习目标直接相关的现实世界学习体验，并加深学生对科学的兴趣。在科学教室之外发生的学习经验可以帮助科学教育者对这些目标做出反应。为了鼓励在教室四面以外的地方使用学习环境，教师预备课程应整合职前教师的学习经验，使他们参与学习科学以及在教室外进行科学教学的方法。这项研究的目的是调查在课堂以外的基础科学方法课中，职前教师的学习和教学经验如何影响他们自建的课外经历的频率和类型，5E教学顺序。这项探索性，多案例研究的结果表明，在科学方法课程中经历过课堂外学习的职前教师可能在其书面教案中包括了类似的学习类型。但是，在传统课堂之外提供多种学习经历的PSET与那些只有有限或一次性经历的PSET相比，更有可能在自行构建的5E教学序列中包括课外体验。