Investigating pre-service science teachers’ design performance in laboratory class: The inquiry-based design thinking approach

Liying ZHU, Daner SUN, Ma LUO, Weidong LIU, Song XUE

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

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. Copyright © 2023 The Author(s), under exclusive licence to Springer Nature B.V.

Original languageEnglish
Pages (from-to)30-44
JournalJournal of Science Education and Technology
Volume33
Early online dateJun 2023
DOIs
Publication statusPublished - Feb 2024

Citation

Zhu, L., Sun, D., Luo, M., Liu, W., & Xue, S. (2024). Investigating pre-service science teachers’ design performance in laboratory class: The inquiry-based design thinking approach. Journal of Science Education and Technology, 33, 30-44. https://doi.org/10.1007/s10956-023-10050-3

Keywords

  • Inquiry-based design thinking approach
  • Pre-service teachers
  • Design performance
  • Laboratory instruction

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