Abstract
Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers’ content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers’ professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study.
Highlights
Worldwide, the aim of science and technology education in primary school is to develop pupils’ scientific [1] and technological literacy [2]
Since there is little research on this topic, this study examines the effects of an interdisciplinary intervention at the university on pre-service primary teachers’ content knowledge (CK) and academic self-concepts (ASCs) in science and technology
For the experimental group (EG) and baseline group (BG), average cognitive test scores were examined for all three reference times
Summary
The aim of science and technology education in primary school is to develop pupils’ scientific [1] and technological literacy [2]. Children should acquire competencies enabling them to participate and act responsibly in this science- and technologyoriented, multi-perspective world. Every day, they encounter numerous phenomena such as rainbows, the “disappearance” of water from its puddle or the floating of a giant ship in a river. Primary science and technology lessons are intended to help them better understand these phenomena. It is not just about gaining knowledge and procedural skills, being familiar with some of the fundamental concepts and fostering conceptual change to overcome non-scientific concepts. The goal is to contribute to positive motivational orientations, reinforcing self-confidence and interest in science and technology [2,3,4,5,6,7]
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