Teaching and Learning Science with Learning Assistants

TL;DR

This study explores the impact of using Learning Assistants in elementary science classes on pre-service teachers' learning and experiences at Winona State University during 2009-2010.

Contribution

It provides initial empirical evidence on the effects of Learning Assistants in science education for elementary majors.

Findings

Positive changes in pre-service teachers' attitudes and understanding.

Enhanced engagement and support in science classes.

Initial evidence of Learning Assistants' benefits in teacher preparation.

Abstract

The science content classes for elementary education majors at Winona State University used Learning Assistants for the first time during the 2009 - 2010 academic year. Pre-post information was gathered about the Learning Assistants and the pre-service teachers to gauge the effect of this experience on both populations.