USING PARTICIPATION IN PUBLIC-SCHOOL FAMILY SCIENCE NIGHT PROGRAMS ASA COMPONENT IN THE PREPARATION OF PRESERVICE ELEMENTARY TEACHERS

The purpose of this investigation was to explore the use of public sch ool/university collaborative ''family science night'' programs as a co mponent in the preparation of preservice elementary teachers. Collabor atives were established between universities and public elementary sch ools in southern California and central Texas. Family night programs w ere conducted in the evening hours in the cafeterias of the participat ing schools. Each family night session was facilitated by a science ed ucator from the participating university who was assisted by universit y students from the school's teacher preparation program. The universi ty students were placed in cooperative groups with elementary students and their parents during hands-on activities. Qualitative data were c ollected by the facilitators using direct observation, intake surveys, parent/child exit surveys, university students' journals, and formal and informal interviews. Data were analyzed and compared to determine the effects of participation in the sessions on the various individual s involved. The programs in both states were rated as exceptional by t he parents and elementary students. The university students at all sit es reported learning about science concepts and science teaching strat egies, as well as general pedagogical and psychological concepts. Much of this learning was thought to be associated with the general social nature of the events. Modeling, an important source of ''social cogni tive learning,'' was concluded to have played an important role in the preservice teachers' development of a more positive self-efficacy tow ard both science and science teaching. The preservice educators also i ndicated that the sessions provided them with invaluable opportunities to interact with parents, and to learn about families. (C) 1997 John Wiley & Sons, Inc.