Presenter – (In-person)
Tongriang Daspan and Dr. Brandy Pleasants,
Western Michigan University, Kalamazoo, Michigan.
Abstract
Developing a foundation in science at the elementary level is essential for students’ future science success. However, elementary teachers are generalists who often lack strong science identities, which can influence their confidence and approach to teaching science. Inclusive teaching further requires teachers to hold positive conceptions of disability to effectively meet the needs of all learners. While some research has explored science identity development, few studies have examined how elementary teachers view science in relation to disability inclusion. This study investigates the science identity and conceptions of disability among preservice elementary teachers. An explanatory sequential design method will be used, beginning with preestablished surveys of science identity and conceptions of disability, followed by interviews to provide in-depth information from the surveys. Participants will be students enrolled in PK-6 certification programs at a midsize Midwestern university. Quantitative analysis will involve descriptive statistics, and qualitative data will be analyzed thematically. Findings will provide insights for enhancing preservice teacher education, particularly in preparing teachers to deliver high-quality, inclusive science instruction. Results may inform curriculum reforms, professional development, and interdisciplinary collaborations between science education, elementary education, and special education, ultimately supporting greater equity, accessibility, and diversity in STEM fields.