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

Paper


Haeusler, Carole E. and Lozanovski, Con. 2010. "Enhancing pre-service primary teachers' learning in science education using team-based project work." CETL 2010: Enhancing Learning Experiences in Higher Education. Pok Fu Lam, China 02 - 03 Dec 2010 Hong Kong.
Paper/Presentation Title

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

Presentation TypePaper
AuthorsHaeusler, Carole E. (Author) and Lozanovski, Con (Author)
Journal or Proceedings TitleProceedings of the International Conference on Enhancing Learning Experiences in Higher Education (CETL 2010)
Number of Pages16
Year2010
Place of PublicationHong Kong
Web Address (URL) of Paperhttp://www.cetl.hku.hk/conference2010/pdf/Haeusler_1.pdf
Conference/EventCETL 2010: Enhancing Learning Experiences in Higher Education
Event Details
CETL 2010: Enhancing Learning Experiences in Higher Education
Event Date
02 to end of 03 Dec 2010
Event Location
Pok Fu Lam, China
Event Venue
University of Hong Kong
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.

Keywordspre-service primary science education; science teaching self-efficacy; face-to-face and virtual teamwork
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390113. Science, technology and engineering curriculum and pedagogy
390409. Learning sciences
Public Notes

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.

Byline AffiliationsFaculty of Education
Institution of OriginUniversity of Southern Queensland
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