Pictorial representations of preservice elementary teachers’ views about science teaching and learning

This study describes the use of a pictorial-based approach to the exploration of minority preservice elementary teachers’ (PSETs) professional conceptions about science teaching and learning. Pictorial representations instead of written reports on prior learning experiences with science were used as a data-gathering tool. In this study, we incorporated worldview theory and bilingual and cultural border crossing constructs as the lens to interpret participants’ reports on their personal conceptions about science learning. Implications of this study invite science teacher educators to consider the lived experiences and histories of their preservice teachers as crucial conditions for effective preparation of future teachers working with minority students.