The Influence of Hands-On Experimentation and Inquiry-Based Learning in Elementary Science and Technology (S&T) Education
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 teach...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Brock University
2020-02-01
|
| Series: | Brock Education: a Journal of Educational Research and Practice |
| Online Access: | https://journals.library.brocku.ca/brocked/index.php/home/article/view/768 |
| Summary: | 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. |
|---|---|
| ISSN: | 1183-1189 2371-7750 |