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

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 o...

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Autores principales:	Melanie Marita Beudels, Karsten Damerau, Angelika Preisfeld
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	teacher education pre-service primary school teachers content knowledge academic self-concept interdisciplinarity intervention Education L
Acceso en línea:	https://doaj.org/article/1a9fdc8f9c0d4b2d9d67a913d291075f
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spelling	oai:doaj.org-article:1a9fdc8f9c0d4b2d9d67a913d291075f2021-11-25T17:23:53ZEffects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study10.3390/educsci111107442227-7102https://doaj.org/article/1a9fdc8f9c0d4b2d9d67a913d291075f2021-11-01T00:00:00Zhttps://www.mdpi.com/2227-7102/11/11/744https://doaj.org/toc/2227-7102Primary 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 (<i>n</i> = 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.Melanie Marita BeudelsKarsten DamerauAngelika PreisfeldMDPI AGarticleteacher educationpre-service primary school teacherscontent knowledgeacademic self-conceptinterdisciplinarityinterventionEducationLENEducation Sciences, Vol 11, Iss 744, p 744 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	teacher education pre-service primary school teachers content knowledge academic self-concept interdisciplinarity intervention Education L
spellingShingle	teacher education pre-service primary school teachers content knowledge academic self-concept interdisciplinarity intervention Education L Melanie Marita Beudels Karsten Damerau Angelika Preisfeld Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study
description	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 (<i>n</i> = 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.
format	article
author	Melanie Marita Beudels Karsten Damerau Angelika Preisfeld
author_facet	Melanie Marita Beudels Karsten Damerau Angelika Preisfeld
author_sort	Melanie Marita Beudels
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
title_short	Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study
title_full	Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study
title_fullStr	Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study
title_full_unstemmed	Effects of an Interdisciplinary Course on Pre-Service Primary Teachers’ Content Knowledge and Academic Self-Concepts in Science and Technology–A Quantitative Longitudinal Study
title_sort	effects of an interdisciplinary course on pre-service primary teachers’ content knowledge and academic self-concepts in science and technology–a quantitative longitudinal study
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/1a9fdc8f9c0d4b2d9d67a913d291075f
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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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