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Alleviating Pre-Service Teachers’ STEM Anxiety Through the Use of Remote Access Laboratories
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, , , , , , University of Southern Queensland, Australia

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Amid calls for greater emphasis on STEM in primary education, non-specialist teachers required to teach STEM subjects are often prone to anxiety as a consequence of their own education including only limited exposure to STEM. This paper reports on a study in which pre-service primary teachers (N=40) worked with Remote Access laboratory (RAL) activities to develop their knowledge of, and confidence with, STEM concepts. The Positive and Negative Affect Scale (PANAS) was used to measure their emotional status before and after participating in the RAL activities. Challenges in operation of the experimental equipment produced inconclusive quantitative results but analysis of qualitative data suggested that, with further development, the activities could contribute to a reduction in STEM anxiety.

Citation

Albion, P., Wu, T., Kist, A., Orwin, L., Maxwell, A. & Maiti, A. (2016). Alleviating Pre-Service Teachers’ STEM Anxiety Through the Use of Remote Access Laboratories. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 146-154). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved February 18, 2019 from .

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