Pre-Service Teachers' Beliefs about the Benefits and Challenges of STSE Based School-Industry Collaboration and Practices in Science Education

Autor/inn/en	Kousa, Päivi; Aksela, Maija; Ferk Savec, Vesna
Titel	Pre-Service Teachers' Beliefs about the Benefits and Challenges of STSE Based School-Industry Collaboration and Practices in Science Education
Quelle	In: Journal of Baltic Science Education, 17 (2018) 6, S.1034-1045 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-3898
Schlagwörter	Preservice Teachers; Student Attitudes; Beliefs; Foreign Countries; Science and Society; School Business Relationship; Industry; Science Instruction; Self Efficacy; Instructional Materials; Science Teachers; Finland; Slovenia + Suchen Sie Ihr Suchwort? Schülerverhalten; Belief; Glaube; Ausland; Industrie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Self-efficacy; Selbstwirksamkeit; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Finnland; Slowenien
Abstract	School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers' negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers' STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: mail.jbse@gmail.com; Web site: http://www.scientiasocialis.lt/jbse/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01