Where to Teach Introductory Chemistry: Preservice Teachers’ Beliefs Before and After a Yearlong Place-Responsive Science Course

Research has consistently highlighted challenges regarding the relevance of school chemistry, often stemming from teacher-centered, laboratory-focused education that does not align with modern, student-centered science standards. Preservice teachers’ (PSTs) beliefs play a critical role in shaping future teaching practices, particularly in addressing these challenges. This study investigates how primary and lower secondary PSTs perceive and express their beliefs about chemistry-related science education before and after a yearlong science course. The course, conducted in a blended learning environment as part of an integrated master’s program for teaching Grades 1 through 7, emphasizes iterative engagement with familiar, everyday places to contextualize basic chemistry concepts. Using an abductive analysis of pre- and postdata collected from 26 PSTs, including drawings, reflective group sessions, and a questionnaire, the study reveals significant shifts in PSTs’ beliefs. Key findings include a stronger connection between chemistry and everyday phenomena, a transition from teacher-centered to student-centered perspectives, and an increased appreciation for diverse learning environments. These results underscore the potential of place-responsive, blended learning approaches to foster PSTs’ understanding of chemistry’s relevance and their confidence in teaching it. The discussion highlights the importance of iterative, firsthand interventions in teacher education for initiating these conceptual changes, while also addressing their limitations. Implications for future research and practice include strategies for transferring this approach and addressing its limitations in diverse educational contexts.