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

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Title: Effects of an Interdisciplinary Course on Pre-Service Primary Teachers' Content Knowledge and Academic Self-Concepts in Science and Technology--A Quantitative Longitudinal Study
Authors: Beudels, Melanie Marita, Damerau, Karsten (ORCID 0000-0001-6061-8679), Preisfeld, Angelika
Source: Education Sciences. 2021 11.
Availability: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Peer Reviewed: Y
Page Count: 38
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: 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
Geographic Terms: Germany
ISSN: 2227-7102
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1321338
Database: ERIC
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  Data: Effects of an Interdisciplinary Course on Pre-Service Primary Teachers' Content Knowledge and Academic Self-Concepts in Science and Technology--A Quantitative Longitudinal Study
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  Data: MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
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  Data: 38
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  Data: 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.
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  Data: 2022
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  Data: EJ1321338
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      Pagination:
        PageCount: 38
    Subjects:
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Scientific Literacy
        Type: general
      – SubjectFull: Technological Literacy
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Block Scheduling
        Type: general
      – SubjectFull: Elementary Education
        Type: general
      – SubjectFull: Biology
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      – SubjectFull: Chemistry
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      – SubjectFull: Physics
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Self Concept
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      – SubjectFull: Majors (Students)
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      – SubjectFull: Correlation
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Germany
        Type: general
    Titles:
      – TitleFull: Effects of an Interdisciplinary Course on Pre-Service Primary Teachers' Content Knowledge and Academic Self-Concepts in Science and Technology--A Quantitative Longitudinal Study
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              Y: 2021
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