Advancing future primary teachers' engagement in science inquiry learning

澳大利亚在科学素养和理科学生入学人数增长方面的挑战需要从培养未来的小学教师开始，在多个层面上加以解决。促进孩子们对探究性科学的早期兴趣是必不可少的，但对许多教师来说却是一项挑战。本研究旨在探讨认知、元认知与情绪过程在未来小学教师合作探究式科学活动中的复杂与动态交互作用。基于这些见解的综合干预旨在确定支架式生产性参与如何提高小学教师准备以探究为基础的科学的质量。

Australia's challenges in regard to scientific literacy and growth of student enrolments in science need to be addressed at multiple levels, starting with the preparation of future primary teachers. Promoting children's early interest in inquiry-based science is essential, yet a challenge for many teachers. This project examines the complex and dynamic interplay of cognitive, metacognitive and emotional processes in future primary teachers' engagement in collaborative inquiry-based science activities. A comprehensive intervention based on these insights aims to determine how scaffolding productive engagement can improve the quality of primary teachers' preparation for inquiry-based science.