期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2020
卷号：29
期号：1
页码：24-24
DOI：10.26522/brocked.v29i1.768
出版社：Brock University
摘要：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.
