In Oklahoma, The University of Central Oklahoma and Oklahoma State University are working to prepare future STEM teacher/leaders by integrating Science Olympiad volunteering into each institution's pre-service teacher (PST) education programs. With partial funding through a grant from the Science Olympiad USA Foundation, the teacher education programs are partnering with the Oklahoma Science Olympiad (OKSciOly) to provide PSTs who serve as peer-mentors to OkSciOly member schools and Event Supervisors for OKSciOly tournaments as a part of their science education program expectations. The program goals are supported by prior studies that indicate that such a program could be associated with improving PSTs’ confidence, increasing opportunities for practicing skills in planning and assessment, and supporting intrinsic motivation associated with coaching Science Olympiad. We will describe the development and activities, and what we learned from PSTs and member schools about the experience.

TAKEAWAYS:
Attendees will learn how Universities and Science Olympiad can increase STEM education support to local schools and develop capacity within their pre-service teacher candidates to use Science Olympiad’s high quality, NGSS-aligned science, math, and engineering experiences with their future students.

SPEAKERS:
Bob Melton (University of Central Oklahoma: Edmond, OK)

Learning about matter serves as an important and critical foundation for understanding many other scientific ideas. Understanding what matter is, forms in which it exists, properties of matter, and conservation of matter in the elementary grades supports students in being able to explain a variety of phenomena including melting and freezing, as well as larger processes such as the water cycle. However, despite its importance as a foundation to science learning, the concept of matter is both complex to teach and difficult to learn. Furthermore, the NGSS represent a fundamental shift in how matter is taught at the elementary level. Through a set of educative curriculum materials developed with funding from NSF, teacher educators and professional developers can support elementary teachers in developing their content knowledge for teaching. Materials are free and include elicitation tasks, lesson plans, and more-- educative supports are included to aid facilitators in implementation.

TAKEAWAYS:
Participants will learn about content knowledge for teaching about matter and a set of research-based tools that they can use in workshops and teacher education courses to help elementary teachers develop the understanding they need to teach matter in ways that align with the NGSS.

SPEAKERS:
Debi Hanuscin (Western Washington University: Bellingham, WA)

Interviews with pre-service teachers and their host teachers inform how host teachers can best support observing pre-service teachers, and how observing pre-service teachers can authentically and meaningfully engage in the classroom. The poster will present how both parties can work together to create a learning environment that both the pre-service teacher and host teacher mutually benefit from, and address typical pitfalls causing disengagement and miscommunication in the classroom environment. The research serves to answer the questions of "What do pre-service teachers and host teachers need from each other to produce a meaningful observation experience?" in order to progress science education preparation programs.

TAKEAWAYS:
Both practicing and pre-service teacher attendees will learn how to best support each other during teacher practicum observation hours to ensure both parties mutually benefit and learn from each other.

SPEAKERS:
Carol Compton (Chemistry Teacher: O'Fallon, MO)

This study aimed to understand how a STEM course and immersive environment improved pre-service teachers’ self-efficacy and motivation to implement STEM. Self-efficacy and motivation were measured using the proposed tool before and after they attended a semester-long course centered around engineering design activities, research, and pedagogy over three years. Additionally, post-graduation data was collected as pre-service teachers entered the first three years of their teaching careers. Findings suggest that a course focusing on combined research, pedagogy, and modeling in an immersive environment improves motivation and self-efficacy, and carries over into a career. However, motivation and efficacy diminish as post-graduation time increases. Implications from this study could improve professional development design and practice. Lastly, this research can inform EPPs, practitioners, stakeholders, researchers, and policymakers about how to motivate classroom teachers.

TAKEAWAYS:
A STEM course focused on research, pedagogy, and modeling in an immersive environment improved STEM efficacy and beliefs of pre-service elementary teachers that carried over into careers. However, motivation and efficacy diminished as post-graduation time increased.

SPEAKERS:
Shannon Dadd (Troy University: Troy, AL)

Join us to explore the variety of online professional development opportunities for educators. We will be highlighting all the opportunities to gain NSTA certificates that could be used as continuing education certificates, including many that are free!

TAKEAWAYS:
Learn about the variety of professional learning opportunities that NSTA has to offer.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA)

Implementing a practice based approach within a science methods course has the power to positively impact the science teaching self-efficacy of pre-service elementary teachers (Flores, 2015). Designing and implementing a performance based final as a culminating experience within a science methods course is an example of such a practice based approach. In addition to submitting a 5E lesson plan with all the accoutrements, pre-service elementary teachers planned, rehearsed, and facilitated a 'Science Friday" event at a local elementary school. This "Science Friday" event included six classrooms, two from each grade (Grade 3-5), where the pre-service elementary teachers facilitated a science lesson that included a 4-station hands-on, minds-on activity. All of the pre-service elementary teachers who participated in the performance final found the "Science Friday" experience to be a "value added" experience that positively impacted their perception of their science teaching self-efficacy.

TAKEAWAYS:
Attendees will leave this poster session with knowledge of how to implement a performance-based final within a science methods course that effectively promotes the science teaching self-efficacy of pre-service elementary teachers.

SPEAKERS:
Trish Arnold (Minnesota State University, Mankato: Mankato, MN)

This poster will demonstrate the process of creating a Missouri Western State University node for pre-service science teachers affiliated with NSTA. It will include the components as outlined in the “Students Chapter Procedures Guide” from NSTA, as well as the Recognized Student Organization guidelines under the Student Government Association at MWSU. Chapters include a mission statement, by-laws or constitution, and a faculty advisor. Students presenting this poster will also highlight how applied learning at the state designated university compliments the goals of NSTA student chapters.

TAKEAWAYS:
Students struggle with advocating to bring their classroom learning to the community to foster change. One of the primary challenges is where to start. From this Poster Session, faculty and students will learn the starting points of beginning their own chapter at their respective institution.

SPEAKERS:
Ollie Bogdon (Missouri Western State University: Saint Joseph, MO)