Abstract
This paper discusses the implementation of a two-stage hands-on technology learning activity, based on Dewey’s learning experience theory that is designed to enhance preservice teachers’ primary and secondary experiences in developing their competency to solve hands-on problems that apply science and mathematics concepts. The major conclusions were that: (1) preservice teachers understood the science and mathematics concepts related to the hands-on activity, but they need more help in exploring practical products of applying discipline related concepts for the purpose of stimulating their design ideas; and (2) the two-stage hands-on technology learning activity served as useful prompts in developing preservice teachers’ primary and secondary experiences in applying science and mathematics concepts during the design process. However, it was evident that preservice teachers still needed more training in improving their design ideas by the application of more in-depth related science and mathematics concepts.
| Original language | English |
|---|---|
| Pages (from-to) | 89-105 |
| Number of pages | 17 |
| Journal | International Journal of Technology and Design Education |
| Volume | 27 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2017 Mar 1 |
Keywords
- Mathematics
- Preservice teacher
- Science
- Technology
- Two-stage hands-on learning activity
ASJC Scopus subject areas
- Education
- General Engineering