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    Two-stage hands-on technology activity to develop preservice teachers’ competency in applying science and mathematics concepts

    238703_238703.pdf (1.301Mb)
    Access Status
    Open access
    Authors
    Lin, K.
    Williams, John
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Lin, K. and Williams, P. 2015. Two-stage hands-on technology activity to develop preservice teachers’ competency in applying science and mathematics concepts. International Journal of Technology and Design Education. 27 (1): pp. 89-105.
    Source Title
    International Journal of Technology and Design Education
    DOI
    10.1007/s10798-015-9340-1
    ISSN
    0957-7572
    School
    Science and Mathematics Education Centre (SMEC)
    Remarks

    The final publication is available at Springer via http://doi.org/10.1007/s10798-015-9340-1

    URI
    http://hdl.handle.net/20.500.11937/43132
    Collection
    • Curtin Research Publications
    Abstract

    This paper discusses the implementation of a two-stage hands-on technology learning activity, based on Dewey’s learning experience theory that is designed to enhance preservice teachers’ primary and secondary experiences in developing their competency to solve hands-on problems that apply science and mathematics concepts. The major conclusions were that: (1) preservice teachers understood the science and mathematics concepts related to the hands-on activity, but they need more help in exploring practical products of applying discipline related concepts for the purpose of stimulating their design ideas; and (2) the two-stage hands-on technology learning activity served as useful prompts in developing preservice teachers’ primary and secondary experiences in applying science and mathematics concepts during the design process. However, it was evident that preservice teachers still needed more training in improving their design ideas by the application of more in-depth related science and mathematics concepts.

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