The influence of learning scenarios on pre-service science teachers’ conceptions of constructivist pedagogy and attitudes toward instructional technologies

This study seeks to explore the impact of learning scenarios on pre-service science teachers’ (PSSTs) perceptions of constructivist learning and their dispositions toward instructional technologies. Adopting a single-group pretest-posttest experimental design, a quantitative research methodology was employed. The participants consisted of second-year students from the science education department within the faculty of education at a state university, including seven male and 23 female PSSTs. Data were gathered through the Constructivist Learning Environment Scale and the Attitude towards Instructional Technologies and Material Design Course Scale. The outcomes of the 16-week intervention indicate that the integration of learning scenarios significantly enhanced participants’ perceptions of constructivist learning and fostered more favorable attitudes toward instructional technologies. The results demonstrated the effectiveness of learning scenarios as a practice aligned with constructivist principles. As such, enhancing teacher education programs with the integration of learning scenarios is both advantageous and should be actively promoted. Future studies may explore the long-term impacts of learning scenarios, and further in-depth analyses could be conducted by combining them with various instructional methods.