Effects of an Interdisciplinary Course on Pre-Service Primary Teachers' Content Knowledge and Academic Self-Concepts in Science and Technology--A Quantitative Longitudinal Study

Autor/inn/en	Beudels, Melanie Marita; Damerau, Karsten; Preisfeld, Angelika
Titel	Effects of an Interdisciplinary Course on Pre-Service Primary Teachers' Content Knowledge and Academic Self-Concepts in Science and Technology--A Quantitative Longitudinal Study
Quelle	In: Education Sciences, 11 (2021), Artikel 744 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Damerau, Karsten)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Interdisciplinary Approach; Instructional Effectiveness; Preservice Teachers; Preservice Teacher Education; Graduate Students; Undergraduate Students; Scientific Literacy; Technological Literacy; Pedagogical Content Knowledge; Block Scheduling; Elementary Education; Biology; Chemistry; Physics; Academic Achievement; Self Concept; Majors (Students); Correlation; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Technisches Wissen; Pädagogische Kompetenz; Block teaching; Blockunterricht; Stundentafel; Elementarunterricht; Biologie; Chemie; Physik; Schulleistung; Selbstkonzept; Korrelation; Ausland; Deutschland
Abstract	Primary school teachers need adequate professional knowledge and motivational orientations to qualify scientifically and technologically literate students. Previous studies have focused on the impact of coursework on (pre-service) primary teachers' content knowledge, rather than on the development of academic self-concepts. In addition, the influence of the course format and the major field of study has not been investigated much to this date. Thus, this study examines the effects of an interdisciplinary course on pre-service primary teachers' content knowledge and academic self-concepts in science and technology using a quasi-experimental, quantitative, pre-post-follow-up design (n = 202). Whilst no significant changes in knowledge were revealed for the baseline group not participating in the course, significant short-term and long-term cognitive gains were found for the experimental group. Biology-, chemistry-, physics- and technology-related self-concepts increased significantly when participating in the course. The results also indicate that the course format and major field of study can have an impact on the development of pre-service teachers' professional knowledge. Regarding the development of academic self-concepts in the experimental group, it can be assumed that both the weekly and block course format are beneficial for heterogeneous learner groups consisting of pre-service teachers with different major fields of study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01