Impact of working with Arduino on mathematics and science teacher students’ self-assessment of TPACK and self-efficacy

Abstract

Abstract To prepare mathematics and science teacher students for the implementation of digitally transformed teaching, we are developing and researching a course using the design-based research paradigm at the University of Graz. Based on the findings of curriculum analyses and surveys, we selected two main content areas for the course: digital data acquisition with Arduino and dealing with misinformation. Learning arrangements were developed based on empirical findings and theoretical foundations. The initial implementation of the course took place in the summer semester of 2022 with 17 teacher students. We examined the teacher students’ learning processes and the effectiveness of the learning arrangements in terms of the teacher students’ learning using a mixed-methods design (pretest, posttest, reflection journal, and field observations of course instructors). This article presents the triangulation of the research findings related to the work with Arduino and the derived criteria for redesigning the learning arrangements. The results show that self-assessment of technological competencies and self-efficacy expectations related to working with Arduino differ between teacher students with and without prior programming knowledge. Our findings suggest that there is a need to implement scaffolds that support teacher students as they undertake practical work with Arduino.