Abstract
Lifting student engagement in STEM has been the aim of numerous government initiatives within recent decades (Ng & Fergusson, 2019). One of these Bridging the Gap: Connecting Science Education to the real world enabled 36 pre-service teachers to engage with industry through three visits. During the engagement, student teachers identified, translated and communicated a STEM industry problem to an authentic audience. Subsequently, student teachers undertook their final teaching practicum. Measures of the project's impact were ascertained by focus group interview and questionnaire pre and post the industry visit as well as with secondary students' pre and post the teaching practicum. The student teacher questionnaire was purpose designed. The questionnaire for secondary students comprised the PISA 2006/2015 science attitudes inventory. The percent agreement pre (n= 213) and post (n=305) the teaching practicum were compared alongside state (South Australian) and national (Australian) figures. In a matched sample (n= 108) five dimensions, science self-efficacy, science related activities, future-oriented science motivation, science teaching uses investigations and science self-concept were found to be significantly different pre to post. In the unmatched sample the mean percent agreement increased pre to post for all dimensions except science teaching uses hands on activities where it remained the same.
Original language | English |
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Pages | 15-15 |
Number of pages | 1 |
Publication status | Published - 2019 |
Event | Australasian Science Education Research Association (ASERA) 2019 Conference - Crowne Plaza, Queenstown, New Zealand Duration: 2 Jul 2019 → 5 Jul 2019 Conference number: 50th https://www.asera.org.au/2019-conference/ |
Conference
Conference | Australasian Science Education Research Association (ASERA) 2019 Conference |
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Abbreviated title | ASERA 50 2019 |
Country/Territory | New Zealand |
City | Queenstown |
Period | 2/07/19 → 5/07/19 |
Internet address |