Enhancing pre-service primary teachers' learning in science education using team-based project work

Haeusler, Carole E. and Lozanovski, Con (2010) Enhancing pre-service primary teachers' learning in science education using team-based project work. In: CETL 2010: Enhancing Learning Experiences in Higher Education, 2-3 Dec 2010, Hong Kong.

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Abstract

This paper reports on the introduction of team-based project work in the Faculty of Education at the University of Southern Queensland (USQ), Australia. Many pre-service primary teachers at USQ lack the basic science content knowledge and self-confidence sufficient to teach science content effectively. This has prompted the Faculty of Education to investigate ways to improve student outcomes in both science content knowledge and science teaching self-efficacy in a compulsory science education course delivered in both face-to-face and virtual modes. A collaborative curriculum project designed to model the practice of effective teacher learning communities was chosen as a pedagogical strategy because team based project work has been shown in the literature to increase long-term retention, critical thinking and teamwork skills. The team-based model chosen for implementation included advice about team management and a peer evaluation process. A survey consisting of validated measures of personal science teaching efficacy beliefs (PSTEB) and perceptions of learning was administered to 70 oncampus(ONC) and 42 online (WEB) students enrolled in a third year science curriculum and pedagogy course. Statistical analysis of the data revealed significant increases in personal science teaching self-efficacy for both ONC and WEB students as a result of the team-based learning experience. In addition, both ONC and WEB students rated their experiences of the team-based model more highly than their previous experiences of team work. Interestingly, there were no significant differences between ONC and WEB students' responses to the survey, validating the efficacy of the team-based learning in both face-to-face and virtual contexts.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2010 Carole E Haeusler & Con Lozanovski. The authors assign to CETL, HKU the right to publish this document in full in the conference proceedings. Any other usage is prohibited without the express permission of the authors.
Depositing User: Dr Carole Haeusler
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 08 Feb 2011 12:52
Last Modified: 03 Jul 2013 00:26
Uncontrolled Keywords: pre-service primary science education; science teaching self-efficacy; face-to-face and virtual teamwork
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9301 Learner and Learning > 930103 Learner Development
URI: http://eprints.usq.edu.au/id/eprint/18155

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