Informing Future Learning Designs in Preservice Teacher Education through Quantitative Research: A Primary Science Example

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12

Instructional Design; Preservice Teacher Education; Statistical Analysis; Elementary School Science; Science Education; Pretests Posttests; Foreign Countries; Preservice Teachers; Knowledge Level; Student Attitudes; Science Teachers; Prior Learning; Student Needs; Knowledge Base for Teaching; Science Curriculum; Teacher Competencies; Curriculum Development; Scientific Concepts; Science Process Skills; Planning

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Reform documents have provided a framework for advancing science education (e.g., The Australian National Science Standard Committee, 2002), but omit the need to assess preservice teachers prior knowledge for designing effective learning programs. A pretest-posttest 34-item survey linked to the course outcomes (associated with four constructs) measured 66 third-year preservice teachers perceptions towards becoming primary science teachers. Effect sizes were educationally and statistically significant for each of the four constructs (i.e., Theory [d=1.08], Children's development [d = 1.60], Planning [d = 1.17], Implementation [d = 0.89]. Paired t-tests were also significant for the first three constructs; however posttest results revealed less than 90% of these participants disagreed or strongly disagreed with 4 of the 14 items associated with the fourth construct (i.e., Implementation). The results implied that the learning design for this course requires revision in areas where indicators were shown to be not significant. A pretest-posttest survey can aid in identifying preservice teachers prior knowledge for advancing tertiary coursework by catering for the learners needs.

As Provided

36

2015

EJ1066466