Investigating Remote Access Laboratories for Increasing Pre-service Teachers’ STEM Capabilities
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-serv...
Ausführliche Beschreibung
Autor*in: |
Ting Wu [verfasserIn] Peter Albion [verfasserIn] |
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E-Artikel |
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Sprache: |
Englisch |
Erschienen: |
2019 |
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Übergeordnetes Werk: |
In: Educational Technology & Society - International Forum of Educational Technology & Society, 2020, 22(2019), 1, Seite 82-93 |
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Übergeordnetes Werk: |
volume:22 ; year:2019 ; number:1 ; pages:82-93 |
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Katalog-ID: |
DOAJ021472661 |
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(DE-627)DOAJ021472661 (DE-599)DOAJ243f8c75a7dc430a85619046590ad643 DE-627 ger DE-627 rakwb eng L7-991 Ting Wu verfasserin aut Investigating Remote Access Laboratories for Increasing Pre-service Teachers’ STEM Capabilities 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. remote access laboratories stem education pre-service teachers Education (General) Peter Albion verfasserin aut In Educational Technology & Society International Forum of Educational Technology & Society, 2020 22(2019), 1, Seite 82-93 (DE-627)32057881X (DE-600)2017349-0 14364522 nnns volume:22 year:2019 number:1 pages:82-93 https://doaj.org/article/243f8c75a7dc430a85619046590ad643 kostenfrei https://sites.google.com/view/journalets/collection/published-issues/22_1?authuser=2#h.rrzqokcgx25m kostenfrei https://doaj.org/toc/1176-3647 Journal toc kostenfrei https://doaj.org/toc/1436-4522 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2507 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 22 2019 1 82-93 |
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(DE-627)DOAJ021472661 (DE-599)DOAJ243f8c75a7dc430a85619046590ad643 DE-627 ger DE-627 rakwb eng L7-991 Ting Wu verfasserin aut Investigating Remote Access Laboratories for Increasing Pre-service Teachers’ STEM Capabilities 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. remote access laboratories stem education pre-service teachers Education (General) Peter Albion verfasserin aut In Educational Technology & Society International Forum of Educational Technology & Society, 2020 22(2019), 1, Seite 82-93 (DE-627)32057881X (DE-600)2017349-0 14364522 nnns volume:22 year:2019 number:1 pages:82-93 https://doaj.org/article/243f8c75a7dc430a85619046590ad643 kostenfrei https://sites.google.com/view/journalets/collection/published-issues/22_1?authuser=2#h.rrzqokcgx25m kostenfrei https://doaj.org/toc/1176-3647 Journal toc kostenfrei https://doaj.org/toc/1436-4522 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2507 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 22 2019 1 82-93 |
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(DE-627)DOAJ021472661 (DE-599)DOAJ243f8c75a7dc430a85619046590ad643 DE-627 ger DE-627 rakwb eng L7-991 Ting Wu verfasserin aut Investigating Remote Access Laboratories for Increasing Pre-service Teachers’ STEM Capabilities 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. remote access laboratories stem education pre-service teachers Education (General) Peter Albion verfasserin aut In Educational Technology & Society International Forum of Educational Technology & Society, 2020 22(2019), 1, Seite 82-93 (DE-627)32057881X (DE-600)2017349-0 14364522 nnns volume:22 year:2019 number:1 pages:82-93 https://doaj.org/article/243f8c75a7dc430a85619046590ad643 kostenfrei https://sites.google.com/view/journalets/collection/published-issues/22_1?authuser=2#h.rrzqokcgx25m kostenfrei https://doaj.org/toc/1176-3647 Journal toc kostenfrei https://doaj.org/toc/1436-4522 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2507 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 22 2019 1 82-93 |
allfieldsGer |
(DE-627)DOAJ021472661 (DE-599)DOAJ243f8c75a7dc430a85619046590ad643 DE-627 ger DE-627 rakwb eng L7-991 Ting Wu verfasserin aut Investigating Remote Access Laboratories for Increasing Pre-service Teachers’ STEM Capabilities 2019 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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. remote access laboratories stem education pre-service teachers Education (General) Peter Albion verfasserin aut In Educational Technology & Society International Forum of Educational Technology & Society, 2020 22(2019), 1, Seite 82-93 (DE-627)32057881X (DE-600)2017349-0 14364522 nnns volume:22 year:2019 number:1 pages:82-93 https://doaj.org/article/243f8c75a7dc430a85619046590ad643 kostenfrei https://sites.google.com/view/journalets/collection/published-issues/22_1?authuser=2#h.rrzqokcgx25m kostenfrei https://doaj.org/toc/1176-3647 Journal toc kostenfrei https://doaj.org/toc/1436-4522 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2061 GBV_ILN_2086 GBV_ILN_2107 GBV_ILN_2111 GBV_ILN_2113 GBV_ILN_2190 GBV_ILN_2507 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4335 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 AR 22 2019 1 82-93 |
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investigating remote access laboratories for increasing pre-service teachers’ stem capabilities |
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Investigating Remote Access Laboratories for Increasing Pre-service Teachers’ STEM Capabilities |
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. |
abstractGer |
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. |
abstract_unstemmed |
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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Investigating Remote Access Laboratories for Increasing Pre-service Teachers’ STEM Capabilities |
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