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A cross-sectional survey of 27 Ontario pre-service teachers enrolled in an S&T methods course shows that hands-on instruction yields more positive S&T attitudes and significantly higher confidence in reading, understanding, and critically evaluating common S&T media reports. Participants also value learning by doing, linking active engagement to confidence, interest, and willingness to adopt these approaches.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Technology  \nA journal of educational research and practice 2020 Vol. 29 (1) 24-34  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nSusan Maureen Docherty-Skippen, Douglas Karrow, Ghazala Ahmed  \nBrock University, Faculty of Education  \nAbstract  \nTo investigate how early elementary science and technology (S&T) education, with hands-on experimentation and inquiry-based learning, impacts pre-service teachers’ attitudes and confidence to teach S&T education, we used a cross-sectional survey. Our participants were 27 pre-service teachers enrolled in an Ontario elementary S&T teacher education methods course. Those who were taught S&T through hands-on experimentation exhibited more positive attitudes toward S&T and were statistically more confident when reading, understanding, and critically evaluating common S&T media reports. They were also more confident to teach S&T through hands-on experimentation and inquiry-based learning. In almost all cases, participants valued learning S&T by doing S&T (i.e., actively participating/interacting), which influenced their confidence, interest, and desire to embrace hands-on experimentation for their future roles as elementary teachers.  \nKeywords: pre-service teacher education, science and technology, hands-on experimentation, elementary education, attitudes and confidence, inquiry-based learning  \nBackground/Research Context  \nWe entered the class with limited science education, nervous and reluctant to teach the material to future students, confident that we would teach it poorly. (RK, Pre-Service Elementary Teacher Candidate)  \nMy own educational background made me a nervous participant in science class. (CE, Pre-Service Elementary Teacher Candidate)  \nWe were not confident in teaching science in comparison to language arts or math. (MH, Pre-Service Elementary Teacher Candidate)  \nOur duty and ethical imperative as science and technology (S&T) educators is multifaceted. First and foremost, we must satisfy the requirements of a provincial teacher’s college. This necessitates us to prepare pre-service teachers to educate a future generation of children from the unique perspectives of S&T. On these grounds, the argument for S&T education follows the traditional economic or utilitarian line of thought and reads as follows:  \nS&T provides us with ways to understand our relationship with the natural and physical world, build upon previous knowledge, and create new knowledge through the processes of observation, experimentation, and reasoning. To prepare future generations with the knowledge, skills, and attitudes to thrive in an increasingly information complex and technologically rich era, in Ontario,“scientific and technological literacy for all” has become the primary objective of science and technology education (Ministry of Education, 2007, p. 3) . This means that before students enter secondary school, they should have the capacity to read, understand, critically evaluate, and confidently engage in discussions and decision-making activities that involve S&Tin their daily lives (Ministry of Education, 2007) .  \nIn the development of students’ S&T literacy, teachers serve an essential role. Ontario’s elementary teachers are responsible for “engaging students in activities that allow them to develop knowledge and understanding of scientific ideas in much the same way as scientists would”(Ministry of Education, 2007, p. 6). Adhering to Ontario’s S&T Curriculum, elementary teachers must ensure instructional strategies and assessment methods enable students to become“scientifically literate”(Hodson, 2005, p. 4). According to the Ontario Ministry of Education (2007), scientific literacy is defined as: “1) relating S&T to society and the environment, . . . 2) developing the skills, strategies, and habits of mind required for scientific inquiry and technological ","cbCailiMLdHKir4W","https://ap.wps.com/l/cbCailiMLdHKir4W","pdf",321049,11,"English","# Abstract\n# Background/Research Context\n## Ontario’s scientific and technological literacy objectives\n## Teachers’ essential role in developing S&T literacy\n## Evidence gaps in Canada\n## Broader rationales: ecological sustainability and ontological considerations","[{\"question\":\"What method was used to investigate pre-service teachers’ attitudes and confidence in teaching S\\u0026T?\",\"answer\":\"A cross-sectional survey was conducted with 27 Ontario pre-service teachers enrolled in an elementary S\\u0026T teacher education methods course.\"},{\"question\":\"How did hands-on experimentation affect participants’ attitudes toward S\\u0026T?\",\"answer\":\"Participants taught S\\u0026T through hands-on experimentation showed more positive attitudes toward S\\u0026T and greater confidence overall in engaging with S\\u0026T media reports and instruction.\"},{\"question\":\"What role did participants’ experience of learning “by doing” play in their future teaching intentions?\",\"answer\":\"In almost all cases, participants valued learning S\\u0026T by actively participating and interacting, which influenced confidence, interest, and willingness to embrace hands-on experimentation for their future roles as elementary teachers.\"}]","Doing Science - Pre-service Teachers’Attitudes and Confidence Teaching Elementary Science and Technology | PDF",1792080066,28]