This study examined five cohorts of preservice teacher's reflections about their developing practice as they collaboratively engaged in iterative cycles of enactment in an afterschool STEM program as part of their elementary science methods course.
SueAnn I. Bottoms (Oregon State University)
Kathryn M Ciechanowski (Oregon State University)
Saturday January 10, 2015 8:00am - 9:00am PST
Salon I
