Exploring Lake Endor: Elementary preservice teachers’ environmental literacy in a science methods course

This qualitative case study explored how elementary preservice teachers engaged in environmental education (EE) during a science methods course. Interviews with the preservice teachers and an analysis of their written responses revealed that they both demonstrated environmental knowledge and concern about a community-based environmental issue they learned about in the course. However, they engaged in action and advocacy about the issue differently within the community. Suggestions for future instruction in science methods courses include additional instructional approaches that integrate action and advocacy-oriented EE coursework, which can strengthen elementary preservice teachers’ funds of knowledge, critical consciousness, and an understanding of systemic factors that contribute to community-based environmental issues.