Abstract
This study examines pre-service science teachers’ opinions about STEM-supported hands-on activities and emergency remote teaching performed in laboratory courses during the pandemic. It was conducted with 14 pre-service teachers; they were asked to design an experiment by integrating STEM concepts and hands-on activities. The participants designed seven activities in the process. Data collection tools used in the study were expert evaluation, self-assessment, peer review, and interview forms. The data obtained from these tools were subjected to qualitative analysis. The entire process was carried out through online portals due to the pandemic. The study results indicate that the participants discovered the concepts of STEM, designed hands-on activities, and enjoyed the learning process. In addition, they suggested that laboratory courses enriched with STEM and hands-on activities can be an alternative to existing learning, and they were minimally affected by the adverse effects of the pandemic.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
PEDAGOGICAL RES, Volume 9, Issue 4, October 2024, Article No: em0223
https://doi.org/10.29333/pr/15156
Publication date: 01 Oct 2024
Online publication date: 11 Sep 2024
Article Views: 208
Article Downloads: 136
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