Preservice teachers' perceptions of how to increase their students' long-term interest in science

There is a global decline in the number of students choosing science courses and pursuing science related careers. This problem is due in part to students’ declining interest in science. This research study focused on preservice teachers’ perceptions of how to enhance students’ interest in science. The aims of this study were as follows: 1. How do primary and secondary (science) preservice teachers believe they can enhance students’ long-term interest in science? ; 2. What are primary and secondary (science) preservice teachers’ ideas for how to enhance students’ long-term interest in science? ; 3. From where did primary and secondary (science) preservice teachers obtain their ideas for how to enhance students’ long-term interest in science? The researcher used a mixed methods research (MMR) design. This design was desirable because triangulation of the qualitative and quantitative aspects of the study helped to establish the validity and reliability of the study. The participants were 276 preservice primary and preservice secondary (science) teachers. There were 123 2^nd year preservice primary and 112 3^rd year preservice primary teachers who were enrolled in the Bachelor of Teaching (Honours) Primary program. In addition, there were 23 3^rd year preservice secondary (science) teachers who were enrolled in the Bachelor of Teaching (Honours) Science Secondary program and nine 2^nd year preservice secondary (science) teachers who were enrolled in the Secondary Science Masters of Teaching program. Data were gathered using a quantitative survey, a qualitative questionnaire, interviews, and classroom observations. The quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) software. The qualitative results were analysed using standard qualitative research techniques. For Aim 1 (How do primary and secondary science preservice teachers believe they can enhance students’ long-term interest in science?), it emerged that both primary and secondary (science) preservice teachers believed that they could enhance students’ long-term interest in science. The 2^nd year primary preservice teachers were the most confident in their ability to enhance interest in science. For Aim 2 (What are primary and secondary science preservice teachers’ ideas for how to enhance students’ long-term interest in science?), both primary and secondary groups referred to the use of hands-on activities, making science relevant, using information communication technology (ICT), making science fun, making science student-centred, relating science to students' interests, and keeping students engaged. For Aim 3 (From where did primary and secondary science preservice teachers obtain their ideas for how to enhance students’ long-term interest in science?), it emerged that both primary and secondary groups obtained their ideas from several sources including their university studies, practicum teaching, personal experiences, ICT/media, and their prior schooling. In summary, the study revealed that preservice primary and preservice secondary (science) teachers were confident about their ability to enhance students’ long-term interest in science. Even though many of their ideas would be supported by researchers studying the development of interest, there was no evidence that their ideas were based on a theoretical framework. Their ideas appeared to be intuitive ideas gained from their personal experiences.