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- Title
Investigating Pre-Service Science Teachers' Design Performance in Laboratory Class: The Inquiry-Based Design Thinking Approach.
- Authors
Zhu, Liying; Sun, Daner; Luo, Ma; Liu, Weidong; Xue, Song
- Abstract
The laboratory plays a crucial role in science education. However, teacher education for pre-service teachers' design performance in the laboratory is still challenging. This study paved the way for redesigning traditional laboratory teaching into a student-centered approach: inquiry-based design thinking (IBDT). To investigate the impact of the IBDT approach on students' design performance of science experiments, 25 pre-service science teachers participated in a series of laboratory activities guided by the IBDT approach in a teacher education program in this study. Mixed research methods were employed to collect and analyze students' responses to pre- and post-surveys, their designed artifacts, and self-reflection reports. The overall positive results were obtained except for students' performance in art design, organization of the materials, and the gap between students' understanding of theories and their practices/practical skills. The findings will inform the laboratory instruction in teacher education in science or science-oriented Science-Technology-Engineering-Mathematics (STEM) education.
- Subjects
STUDENT teachers; SCIENCE teachers; DESIGN thinking; TEACHER education; STUDENT-centered learning; LABORATORIES
- Publication
Journal of Science Education & Technology, 2024, Vol 33, Issue 1, p30
- ISSN
1059-0145
- Publication type
Article
- DOI
10.1007/s10956-023-10050-3