Advertisement

Effects of a Digital Learning Environment on Knowledge and Attitude of Student Teachers

  • Eliane Segers
  • Marieke Peeters
  • Heleen Strating
  • Cindy Teunissen
  • Ludo Verhoeven
Part of the International Technology Education Studies book series (ITES, volume 9)

Abstract

To develop a positive attitude towards Science, Technology, Engineering and Mathematics (STEM), the actual experience of doing science is an important contributor. Just telling children that science is fun, will not do the trick, and neither will reading in books about it. However, enthusiasm of the teacher, an interesting explanation, discussion in class and designing and conducting experiments themselves, can lead to emotional involvedness, lasting memories and cognitive understanding (Van Graft & Kemmers, 2007). The teacher is the role model, and the attitude they have towards STEM and towards teaching STEM can have a lasting impact on the children’ attitude (Pell & Jarvis, 2003; Schroeder, Scott, Tolson, Huang, & Lee, 2007).

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Alexander, R. (2004). Towards dialogic teaching: rethinking classroom talk. Cambridge: Dialogos.Google Scholar
  2. Ball, D.L. (1996). Teaching learning and the mathematics reforms: What do we think we know and what do we need to learn? Phi Delta Kappan 77, 500–508. Google Scholar
  3. Barber, J., Catz, K.N., & Arya, D. (2006). Improving Science Content Acquisition through a Combined Science/Literacy Approach: A Quasi-Experimental Study. Paper presented at the American Educational Research Association, Lawrence Hall of Science, University of California Berkeley.Google Scholar
  4. Bleicher, R.E. (2007). Nurturing confidence in preservice elementary science teachers. Journal of Science Teacher Education, 18, 841–860.CrossRefGoogle Scholar
  5. CTGV (The Cognition and Technology Group at Vanderbilt) (1997). The Jasper Project: lessons in curriculum, instruction, assessment, and professional development. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  6. Denessen, E., Vos, N., Damen, T., Koch, S., Louws, M., & Wigboldus, D. (2011). Explicit and implicit measures of teacher attitudes towards STEM. In M.J. de Vries, H. van Keulen, S. Peters & Juliette W. van der Molen (Eds.). Professional development for primary teachers in science and technology The Dutch VTB-Pro project in an international perspective. Rotterdam/Taipei: Sense Publishers.Google Scholar
  7. De Vaan, E., & Marell, J. (2006). Praktische didactiek voor natuuronderwijs. [Practical didactics for teaching science]. Bussum: Coutinho.Google Scholar
  8. Elsäcker, W., Droop, M., Damhuis, R., & Segers, E. (2010). Zaakvakken en taal: twee vliegen in één klap. [Case subjects and languages: two birds with one stone]. Nijmegen: National Center for Language Education.Google Scholar
  9. Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19, 150–158.CrossRefGoogle Scholar
  10. Graft, M. van, & Kemmers, P. (2007). Onderzoekend en ontwerpend leren: Onderzoekend en ontwerpende leren bij natuurlijk en techniek: basisdocument over de didactiek voor onderzoekend en ontwerpend leren in het primair onderwijs. [Inquiry-based learning and learning by design: basic document in learning in science and technology in primary education]. The Hague: Platform Bèta Technique.Google Scholar
  11. Jarvis, J. (2004). Primary teachers’ changing attitudes and cognition during a two-year science in service programme and their effect on pupils. International Journal of Science Education, 26, 1787– 1811.CrossRefGoogle Scholar
  12. Jenkins, E. W. (1990). Scientific literacy and school science education. School Science Review, 71, 43–51.Google Scholar
  13. Kinzer, C. K., Cammack, D. W., Labbo, L. D., Teale, W. H., & Sanny, R. (2006). Using technology to conceptualize preservice literacy teacher education. In M. McKenna, L.D. Labbo, R.D. Kieffer & D. Reinking (Eds.). International Handbook of Literacy and Technology Volume II (pp. 211–233). Mahwah, NJ: Lawrence Erlbaum.Google Scholar
  14. Lampert, M. (1988). What can research on teacher education tell us about improving quality in mathematics education? Teaching and Teacher Education, 4 (2), 157–170.CrossRefGoogle Scholar
  15. NRP (National Reading Panel) Report (2000).http://www.nichd.nih.gov/publications/nrp/report.cfm
  16. Pell, A., & Jarvis, T. (2003). Developing attitude to science education scales for use with primary teachers. International Journal of Science Education, 25, 1273–1295.CrossRefGoogle Scholar
  17. Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T., & Lee, Y. (2007). A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States. Journal of Research in Science Teaching, 44, 1436–1460.CrossRefGoogle Scholar
  18. Snow, C. E. (2010). Academic Language and the Challenge of Reading for Learning about Science. Science, 328, 450–452.CrossRefGoogle Scholar
  19. Van Goethem, A. A. J., Scholte, R. H. J., & Wiers, R. W. (2010). Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior. Journal of Abnormal Child Psychology, 38, 829–842.CrossRefGoogle Scholar
  20. Van Keulen, H. (2009). Drijven en zinken. Wetenschap en techniek in het primair onderwijs. [Floating and sinking. Science and technology in primary education]. Oration: Fontys PABO Limburg.Google Scholar
  21. Wilber, Kinzer & Lohnes (2008). Supporting preservice teacher education through a multimedia casebased online learning environment. In C. Kinzer & L. Verhoeven (Eds.). Interactive literacy education (pp. 285–308). Mahwah (CA): Lawrence Erlbaum.Google Scholar
  22. Wilkins, J. L. M. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs and practices. Journal of Mathematics Teacher Education, 11, 139–164.CrossRefGoogle Scholar

Copyright information

© Sense Publishers 2011

Authors and Affiliations

  • Eliane Segers
  • Marieke Peeters
  • Heleen Strating
  • Cindy Teunissen
  • Ludo Verhoeven
    • 1
  1. 1.Radboud University NijmegenThe Netherlands

Personalised recommendations