Abstract
To investigate how elementary science and technology (S&T) education experiences with hands-on experimentation and inquiry-based learning impact pre-service teachers’ attitudes and confidence to teach S&T, we used a cross-sectional survey. Our participants were twenty-seven pre-service teachers enrolled in an Ontario elementary S&T teacher education methods course. Those who were taught S&T through hands-on experimentation considered themselves more S&T literate and were statistically more confident to read, understand, and critically evaluate common S&T media reports; they were also more confident to teach S&T through hands-on experimentation and inquiry-based learning. In almost all cases, participants valued learning S&T by doing S&T (i.e. actively participating/interacting), which influenced their confidence, interest, and desire to embrace hands-on experimentation as future elementary teachers.
Highlights
To investigate how early elementary science and technology (S&T) education, with hands-on experimentation and inquiry-based learning, impacts pre-service teachers’ attitudes and confidence to teach S&T education, we used a cross-sectional survey
Of the 27 pre-service elementary teachers who participated in the survey, 44% had not completed a teacher education S&T methods course prior
We found that 56% of participants indicated their first exposure to S&T education took place from kindergarten to grade two, and 69% of participants indicated being taught S&T education at least two to three times a week
Summary
To investigate how early elementary science and technology (S&T) education, with hands-on experimentation and inquiry-based learning, impacts pre-service teachers’ attitudes and confidence to teach S&T education, we used a cross-sectional survey. Our participants were 27 pre-service teachers enrolled in an Ontario elementary S&T teacher education methods course Those who were taught S&T through hands-on experimentation exhibited more positive attitudes toward S&T and were statistically more confident when reading, understanding, and critically evaluating common S&T media reports. First and foremost, we must satisfy the requirements of a provincial teacher’s college This necessitates us to prepare pre-service teachers to educate a future generation of children from the unique perspectives of S&T. On these grounds, the argument for S&T education follows the traditional economic or utilitarian line of thought and reads as follows: S&T provides us with ways to understand our relationship with the natural and physical world, build upon previous knowledge, and create new knowledge through the processes of observation, experimentation, and reasoning. This means that before students enter secondary school, they should have the capacity to read, understand, critically evaluate, and confidently engage in discussions and decision-making activities that involve S&T in their daily lives (Ministry of Education, 2007)
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