Technology, pedagogy, and content knowledge – challenge for cooperativity between initial education and professional development of science teachers

Stavreva Veselinovska, Snezana and Kirova, Snezana (2017) Technology, pedagogy, and content knowledge – challenge for cooperativity between initial education and professional development of science teachers. In: Особистість, суспільство, закон: психологічні проблеми та шляхи IX розв’язання тези доповідей - міжнародної науково-практичної конференції, присвяченої пам’яті професора С. П. Бочарової, 30 March 2017, Харків, Україна.

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Abstract

Traditionally, teacher has emphasized lecture, text, and demonstration, with the intent that students would comprehend and recall this information at the conclusion of a unit or chapter. However, teachers practicing reforms-based instruction place less emphasis on these traditional approaches and greater emphasis on fostering inquiry in student-centered ways. Reforms-based instruction is based on flexible curricula, providing students with opportunities to construct scientific understandings through active learning. These shifts in instructional approaches are difficult because they require dramatic changes in practices that have persisted for a long time. This study was to explore pre-service science teachers’ use of an interactive system, consisting of a computer, LCD projector, interactive white board, and Internet connection, to support science teaching and learning. Each participant had access to the interactive system for the duration of the investigation. The research questions guiding the investigation included: 1. Whether teachers would use the interactive system for instructional purposes, 2. What form this instruction would take, and 3. Whether the instruction would reflect the recommendations of current science education reform documents. Results indicated that student teachers use the interactive system in substantial ways to facilitate teaching reforms based on science. Furthermore, the results support the use of explicit approaches to prepare the pre-service teachers to use educational technology for inquiry instruction, modelling of effective uses of digital images and video clips, and specific instruction on whole class inquiry methods.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: biology teacher, ICT, interactive white board, education;
Subjects: Natural sciences > Biological sciences
Divisions: Faculty of Educational Science
Depositing User: Snezana Stavrova Veselinova
Date Deposited: 23 May 2017 11:16
Last Modified: 23 May 2017 11:16
URI: http://eprints.ugd.edu.mk/id/eprint/17800

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