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Beyond Content Knowledge: Inquiry-Based Learning and Preservice Teachers’ Perceived Ability to Incorporate STEM and AFNR Concepts

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Non-experimental analysis revealed improved self-efficacy in preservice teachers for integrating STEM and AFNR concepts in education.

Participation in the course positively impacted self-efficacy for integrating STEM and AFNR concepts, with a focus on inquiry-based learning practices.
Preservice teachers reported higher efficacy scores for integrating learning objectives and evaluating outcomes after course completion.
The study employed a non-experimental, exploratory research design with 27 preservice agricultural education teachers from Oklahoma State University.
These findings highlight the importance of inquiry-based instruction in improving teachers' confidence during their training and future careers.

Honeyman et al. (2025) studied this question.

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