School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers ´ negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this casestudy, 42 Finnish and Slovenian pre-service teachers´ STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration.

中文翻译：

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职前教师对基于 STSE 的校企合作和科学教育实践的好处和挑战的看法

校企合作可以成为将 STSE 问题落实到教学中的有效方式。然而，教师的消极信念、缺乏知识、资源、支持和与公司合作的机会会阻碍有效实施。在本案例研究中，42 名芬兰和斯洛文尼亚职前教师的 STSE 信念在校企合作课程之前和之后通过调查首先进行了检查。课程结束后，通过开放式问卷调查和反思性写作，对8位芬兰职前教师的信念进行了更详细的分析。在两国的课程结束后，职前教师更有信心教授 STSE 问题。但是，他们需要与其合作的社区成员（即行业代表、大学教师、学生同事和学校老师）。以行业为基础的教材被认为是受益者，特别是对于混合能力的课堂，整个课程被认为对未来的实践有用。这项研究的结果突出了职前教师教育和实践与 STSE 问题的重要性。在职前教育期间应该经常检查积极和消极的信念，以便开发教师支持和鼓励的工具。这项研究促进了当地学校与公司合作的实际例子和想法。这项研究的结果突出了职前教师教育和实践与 STSE 问题的重要性。在职前教育期间应该经常检查积极和消极的信念，以便开发教师支持和鼓励的工具。这项研究促进了当地学校与公司合作的实际例子和想法。这项研究的结果突出了职前教师教育和实践与 STSE 问题的重要性。在职前教育期间应该经常检查积极和消极的信念，以便开发教师支持和鼓励的工具。这项研究促进了当地学校与公司合作的实际例子和想法。