Abstract
The need to reform science teacher preparation programs has been pointed out in research (Bryan and Abell in J Res Sci Teach 36:121–140, 1999; Bryan and Atwater in Sci Educ 8(6):821–839, 2002; Harrington and Hathaway in J Teach Educ 46(4):275–284, 1995). Science teachers are charged with the responsibility of incorporating both cognitive and non-cognitive parameters in their everyday teaching practices. This often results in their reluctance to teach science because they often lack disciplinary and/or pedagogical expertise required to promote science learning. The purpose of this study is to propose an alternative instructional approach in which Lego vehicles were used as a tool to promote pre-service elementary teachers’ development and to examine whether there are non-cognitive parameters that promote or obstruct them from using Lego Technologies as a teaching tool. The context of the study was defined by a teacher preparation program of a private university in a small Mediterranean country. A sample of 28 pre-service elementary teachers, working in five 5–6-member groups were involved in scientific inquiries, during which they had to use vehicles in order to solve scientific problems related to concepts such as gear functioning, force, and motion. The nature of their cognitive engagement in the scientific inquiry process, non-cognitive parameters contributing to their cognitive engagement, and the impact of their involvement in the process on their development were examined through qualitative analysis of pre- and post-inquiry interviews, presentations of their solutions to the scientific problems and of their personal reflective journals.
Similar content being viewed by others
References
Abell S, Roth M (1992) Constraints to teaching elementary science. A case study of a science enthusiast student. Sci Educ 76:581–595
Anning A (1997) Drawing out ideas: graphicacy and young children. Int J Technol Des Educ 7(3):219–239
Appleton K (2003) How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Res Sci Educ 33:1–25
Appleton K, Kindt I (1999) How do beginning elementary teachers cope with science: development of pedagogical content knowledge in science. Paper presented at the annual meeting of the national association for research in science teaching. ERIC, Boston, ED448998
Ashbrook P (2010) Building with sand. Sci Child 47(7):17–18
Australian College of Education (2001) A national declaration for education 2001. Unicorn 27(2):3–26
Avraamidou L (2012) Prospective elementary teachers’ science teaching orientations and experiences that impacted their development. Int J Sci Educ 1–27. iFirst article
Avraamidou L, Zembal-Saul C (2005) Giving priority to evidence in science teaching: a first-year elementary teacher’s specialized knowledge and practices. J Res Sci Teach 42(9):965–986
Avraamidou L, Zembal-Saul C (2010) In search of well-started beginning science teachers: insights from two first year elementary teachers. J Res Sci Educ 47(6):661–686
Barak M (2004) Issues involved in attempting to develop independent learning in pupils working on technological projects. Res Sci Technol Educ 22(2):171–183
Barak M, Doppelt Y (2000) Using portfolios to enhance creative thinking. J Technol Stud 26(2):16–25
Barak M, Zadok Y (2009) Robotics projects and learning concepts in science, technology and problem solving. Int J Technol Des Educ 19(3):283–307
Bencze JL (2010) Promoting student- led science and technology projects in elementary teacher education: entry into core pedagogical practices through technological design. Int J Technol Des Educ 20(1):43–62
Brickhouse NW, Lowery P, Schultz K (2000) What kind of a girl does science? The construction of school science identities. J Res Sci Teach 37(5):441–458
Brown JS, Collins A, Duguid P (1989) Situated cognition and the culture of learning. Educ Res 18(1):32–41
Bryan LA (2003) The nestedness of beliefs: examining a prospective elementary teacher’s belief system about science teaching and learning. J Res Sci Teach 40:835–868
Bryan LA, Abell SK (1999) The development of professional knowledge in learning to teach elementary science. J Res Sci Teach 36:121–140
Bryan L, Atwater M (2002) Teacher beliefs and cultural models: a challenge for science teacher preparation programs. Sci Educ 8(6):821–839
Carbonaro M (2003) Making a connection between computational modeling and educational research. J Educ Comput Res 28(1):68–81
Chambers J, Carbonaro M, Murray H (2008) Developing conceptual understanding of mechanical advantage through the use of Lego Robots. Aust J Educ Technol 24(4):387–401
Cochran KF, DeRuiter JA, King RA (1993) Pedagogical content knowing: an integrative model for teacher preparation. J Teach Educ 44(4):263–272
Coffey A, Atkinson P (1996) Making sense of qualitative data: complementary research strategies. Sage, Thousand Oaks
Creswell J (2007) Qualitative inquiry and research design: choosing among five approaches. Sage, London
Darling-Hammond L, Bransford J (eds) (2005) Preparing teachers for a changing world: what teachers should learn and be able to do. Jossey-Bass, San Francisco
Davis EA, Petish D, Smithey J (2006) Challenges new science teachers face. Rev Educ Res 76(4):607–651
Druin A, Hendler J (eds) (2001) Robots for kids: exploring new technologies for learning. Morgan Kaufmann, San Francisco
Friedrichsen P, Van Driel JH, Abell SK (2010) Taking a closer look at science teaching orientations. Sci Educ 95:358–376
Ginsburgh H, Golbeck S (2004) Thoughts on the future of research on mathematics and science learning and education. Early Child Res Q 19(1):190–200
Hammerslay M, Atkinson P (1990) Ethnography: principles in practice. Tavistock, London
Harrington HL, Hathaway RS (1995) Illuminating beliefs about diversity. J Teach Educ 46(4):275–284
Holbrook J, Rannikmae M (2009) The meaning of scientific literacy. Int J Environ Sci Educ 4(3):275–288
Hume A, Berry A (2011) Constructing CoRes—a strategy for developing PCK in pre-service science teaching education. Res Sci Educ 41(3):341–355
Jalil P, Abu Sbeih A, Boujettif M, Bakarat R (2009) Autonomy in science education: a practical approach in attitude shifting towards science learning. J Sci Educ Technol 18(6):476–486
Kim S, Jeon J (2009) Introduction for freshmen embedded systems using Lego Mindstorms. IEEE Trans Educ 52(1):99–108
Lincoln YS, Guba EG (2000) Paradigmatic controversies, contradictions, and emerging confluences. In: Denzin NK, Lincoln YS (eds) Handbook of qualitative research, 2nd edn. Sage, Thousand Oaks, pp 163–188
Machina K, Gokhale A (2010) Maintaining positive attitudes towards science and technology in first-year female undergraduates: peril and promise. Int J Sci Educ 32(4):523–540
Magnusson S, Krajcik J, Borko H (1999) Nature, sources, and development of pedagogical content knowledge for science teaching. In: Gess-Newsome J, Lederman NG (eds) Examining pedagogical content knowledge. Kluwer, Dordrecht, pp 95–144
Matthiews M (1994) Science teaching: the role of history and philosophy of science. Routledge, New York
Mawson B (2003) Beyond ‘the design process’: an alternative pedagogy for technology education. Int J Technol Des Educ 13(2):117–128
McCormick R (1997) Conceptual and procedural knowledge. Int J Technol Des Educ 7(1/2):141–159
Merriam SB (2009) Qualitative research: a guide to design an implementation. Jossey-Bass, San Francisco
Millar R, Osborne JF (1998) Beyond 2000: science education for the future. King’s College London, London
Murphy C, Smith G (2012) The impact of a curriculum course on pre-service primary teachers’ science content knowledge and attitudes towards teaching science. Ir Educ Stud 31(1):77–95
Murray J, Bartelmay K (2005) Inventors in the making. Sci Child 42(4):40–44
National Research Council (2000) Inquiry and the national science education standards. National Academy Press, Washington, DC
National Science Teachers Association (1991) Position statement. National Academy Press, Washington, DC
Papert S, Harel L (1991) Constructionism. Ablex Publishing, Northwood
Penner D (2001) Explaining systems: investigating middle school students’ understanding of emergent phenomena. J Res Sci Teach 37(8):784–806
Pintrich PR, Marx RW, Boyle RB (1993) Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Rev Educ Res 63:167–199
Resnick M (1990) Multilogo: a study of children and concurrent programming. Interact Learn Environ 1(3):153–170
Roth WM (2001) Learning science through technological design. J Res Sci Teach 38(7):768–790
Schneider R, Plasman K (2011) Science teachers’ learning progressions: a critical view of science teachers’ Pedagogical Content Knowledge development. Rev Educ Res 81(4):530–565
Shulman LS (1987) Knowledge and teaching: foundations of the new reform. Harv Educ Rev 57(1):1–22
Sidawi M (2009) Teaching science through designing technology. Int J Technol Des Educ 19(3):269–287
Sinatra G (2005) The warming trend in conceptual change research: the legacy of Paul R. Pintrich. Educ Psychol 40(2):107–115
Stake RE (2000) Case studies. In: Denzin NK, Lincoln YS (eds) Handbook of qualitative research, 2nd edn. Sage, Thousand Oaks, pp 435–454
Turner S, Ireson G (2010) Fifteen pupils’ positive approach to primary school science: when does it decline? Educ Stud 36(2):119–141
Vernado TE (2005) The effects of a technological problem solving activity on First™ LEGO League participants’ problem solving style and performance. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University
Zembal-Saul C (2009) Learning to teach elementary school science as argument. Sci Educ 93(4):687–719
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Hadjiachilleos, S., Avraamidou, L. & Papastavrou, S. The Use of Lego Technologies in Elementary Teacher Preparation. J Sci Educ Technol 22, 614–629 (2013). https://doi.org/10.1007/s10956-012-9418-4
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-012-9418-4