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ERIC Number: EJ1066466
Record Type: Journal
Publication Date: 2005
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1832-8342
Informing Future Learning Designs in Preservice Teacher Education through Quantitative Research: A Primary Science Example
Hudson, Peter
Journal of Learning Design, v1 n1 p33-44 2005
Reform documents have provided a framework for advancing science education (e.g., The Australian National Science Standard Committee, 2002), but omit the need to assess preservice teachers prior knowledge for designing effective learning programs. A pretest-posttest 34-item survey linked to the course outcomes (associated with four constructs) measured 66 third-year preservice teachers perceptions towards becoming primary science teachers. Effect sizes were educationally and statistically significant for each of the four constructs (i.e., Theory [d=1.08], Children's development [d = 1.60], Planning [d = 1.17], Implementation [d = 0.89]. Paired t-tests were also significant for the first three constructs; however posttest results revealed less than 90% of these participants disagreed or strongly disagreed with 4 of the 14 items associated with the fourth construct (i.e., Implementation). The results implied that the learning design for this course requires revision in areas where indicators were shown to be not significant. A pretest-posttest survey can aid in identifying preservice teachers prior knowledge for advancing tertiary coursework by catering for the learners needs.
Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A