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率增长方面面临的挑战需要在多个层面加以解决，首先是培养未来的小学教师。促进儿童对探究式科学的早期兴趣至关重要，但对许多教师来说也是一项挑战。本项目探讨了未来小学教师参与合作探究性科学活动中认知、元认知和情感过程的复杂和动态的相互作用。基于这些见解的综合干预旨在确定脚手架生产性参与如何提高小学教师对探究性科学的准备质量。

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.