Pre-service science teachers learn a science, technology, engineering and mathematics (STEM)-oriented program: The case of sound, waves and communication systems

Nayif Awad, Moshe Barak

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)1431-1451
Number of pages21
JournalEurasia Journal of Mathematics, Science and Technology Education
Volume14
Issue number4
DOIs
StatePublished - 1 Jan 2018

Keywords

  • ICT
  • Pre-service teachers
  • Project-based learning (PBL)
  • STEM
  • Sound waves

ASJC Scopus subject areas

  • Education
  • Applied Mathematics

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