Preparing Prospective Early Childhood Teachers to Design Modern Inclusive Learning Environments in Science

PDF (ελληνικά)
Published: Apr 5, 2025
DOI: https://doi.org/10.12681/codiste.7624
Keywords:
Didactics of Science Initial Teacher Education Inclusion Inquiry Immersive technologies
Angelos Sofianidis
University of Western Macedonia
https://orcid.org/0000-0002-1378-9739
Nayia Stylianidou
Frederick University
Abstract

The paper presents the structure and content of a course aimed at training prospective early childhood teachers in designing modern inclusive inquiry-based learning environments in Science. It also examines the impact of the course on participants' self-efficacy in Science Teaching, Inquiry-Based Science Teaching, and Inclusive Science Teaching. The study involved 62 prospective early childhood teachers (2022-2024), and data collection was conducted through pre- and post-course questionnaires. The findings reveal a positive impact of the course on the dimensions mentioned above and support the integration of similar courses into teacher education curricula.

Article Details
  • Section
  • 14th Panhellenic Conference of Didactics in Science Education
Downloads
Download data is not yet available.
References
Bleicher, R. E. (2004). Revisiting the STEBI‐B: Measuring self‐efficacy in preservice elementary teachers. School Science and Mathematics, 104(8), 383-391. https://doi.org/10.1111/j.1949-8594.2004.tb18004.x
Florian, L., & Beaton, M. (2018). Inclusive pedagogy in action: getting it right for every child. International Journal of Inclusive Education, 22(8), 870–884. https://doi.org/10.1080/13603116.2017.1412513
Han, S., Blank, J., & Berson, I. R. (2017). To transform or to reproduce: Critical examination of teacher inquiry within early childhood teacher preparation. Journal of Early Childhood Teacher Education, 38(4), 308-325. https://doi.org/10.1080/10901027.2017.1393643
Oppermann, E., M. Brunner, J. S. Eccles, and Y. Anders. 2018. “Uncovering Young Children’s Motivational Beliefs About Learning Science.” Journal of Research in Science Teaching 55 (3): 399–421. https://doi.org/10.1002/tea.21424
Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational research review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
Sofianidis, A., Skraparlis, C., & Stylianidou, N. (2024). Combining Inquiry, Universal Design for Learning, Alternate Reality Games and Augmented Reality Technologies in Science Education: The IB-ARGI Approach and the Case of Magnetman. Journal of Science Education and Technology, 1-26. https://doi.org/10.1007/s10956-024-10135-7
Stinken-Rösner, L., Rott, L., Hundertmark, S., Baumann, T., Menthe, J., Hoffmann, T., Nehring, A, & Abels, S. (2020). Thinking inclusive science education from two perspectives: Inclusive pedagogy and science education. Research in Subject-matter Teaching and Learning (RISTAL), 3(1), 30-45. https://doi.org/10.23770/rt1831
UNESCO (2009). Policy guidelines on inclusion in education. Paris: UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000177849