Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems
Nayif Awad 1  
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Ben Gurion University of the Negev, Beer Sheva, ISRAEL
Online publish date: 2018-01-21
Publish date: 2018-01-21
EURASIA J. Math., Sci Tech. Ed 2018;14(4):1431–1451
This article was published with the financial support of the EURASIA Journal of Mathematics, Science and Technology Education for doctoral students.
The current article about pre-service teachers (n=60) describes the implementation and evaluation of an innovative curriculum for teaching sound, waves and communication systems (SWCS). The study sought to investigate pre-service teachers’ successes and difficulties in learning a science, technology, engineering and mathematics (STEM)-based program, to examine the program’s influence on students’ interest and self-efficacy beliefs about learning science and technology, and to explore the factors that affected their achievements and motivation. The participants were two groups of pre-service teachers who learned the course within their studies towards a B.Ed. degree in science teaching. Quantitative and qualitative data were collected by a final exam, a retention exam, a Motivation Questionnaire, final projects, class observations and interviews with the students. The findings revealed that the pre-service teachers successfully learned the new subject and were motivated in learning the course. The integration of science and technology studies, engaging the students in hands-on lab work and the use of ICT tools played a crucial role in promoting meaningful learning. However, the PBL part of the course contributed relatively little because the learners encountered difficulties in learning new subjects independently.
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