Remote access laboratories for preparing STEM teachers: A mixed methods study

Ting, Wu and Albion, Peter and Orwin, Lindy and Kist, Alexander and Maxwell, Andrew and Maiti, Ananda (2015) Remote access laboratories for preparing STEM teachers: A mixed methods study. In: Globally connected, digitally enabled. Proceedings ascilite 2015 Australasian Society for Computers inn Learning in Tertiary Education (ASCLITE), 30 Nov - 03 Dec 2015, Perth, Australia.

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Abstract

Bandura’s self-efficacy theory provided the conceptual framework for this mixed methods investigation of pre-service teachers’ (PSTs) self-efficacy to teach Science, Technology, Engineering and Mathematics (STEM) subjects. The Science Teaching Efficacy Belief Instrument-B (STEBI-B) was modified to create the Technology Teaching Efficacy Belief Instrument (T-TEBI). Pre-test and post-test T-TEBI scores were measured to investigate changes in PSTs’ self-efficacy to teach technology. Interviews and reflections were used to explore the reasons for changes in pre-service teachers’ self-efficacy. This paper reports results from a pilot study using an innovative Remote Access Laboratory system with PSTs.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)
Refereed: Yes
Item Status: Live Archive
Additional Information: The author(s) assign a Creative Commons by attribution licence enabling others to distribute, remix, tweak, and build upon their work, even commercially, as long as credit is given to the author(s) for the original creation.
Faculty / Department / School: Historic - Australian Digital Futures Institute
Date Deposited: 30 Aug 2016 04:48
Last Modified: 06 Sep 2016 02:33
Uncontrolled Keywords: Self-efficacy, STEM, Remote Access Laboratories (RAL)
Fields of Research : 13 Education > 1399 Other Education > 139999 Education not elsewhere classified
10 Technology > 1099 Other Technology > 109999 Technology not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
URI: http://eprints.usq.edu.au/id/eprint/29654

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