Investigating remote access laboratories for increasing pre-service teachers’ STEM capabilities

Wu, Ting and Albion, Peter (2019) Investigating remote access laboratories for increasing pre-service teachers’ STEM capabilities. Educational Technology and Society, 22 (1). pp. 82-93. ISSN 1176-3647

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Abstract

Facing calls for greater emphasis on STEM education in primary school classrooms, teachers may be anxious because of limited exposure to STEM in their own education. The Australian Curriculum: Technologies is new and many teachers are not familiar with its content. Hence both in-service and pre- service teachers (PSTs) require preparation. This research used a case study method to investigate factors influencing PSTs’ use of Remote Access Laboratories (RAL) with activities intended to develop their capacity to teach STEM in primary schools. Results highlighted the importance of PSTs’ experience of STEM in their own education and showed the benefits of hands-on learning and scaffolding to support preparation of PSTs for teaching STEM subjects.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version made available under Creative Commons CC-BY-ND-NC 3.0 license.
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 13 Jun 2019 06:12
Last Modified: 25 Jun 2019 00:51
Uncontrolled Keywords: remote access laboratories, STEM education, pre-service teachers
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930203 Teaching and Instruction Technologies
URI: http://eprints.usq.edu.au/id/eprint/35408

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