This study analyzes the relationship between pre-service teachers’ information search and information evaluation literacy and their information and communication technology (ICT) self-efficacy in teaching. Theoretical analysis confirmed a direct relation between information literacy and pre-service teachers’ ICT self-efficacy in teaching. However, there is insufficient understanding regarding the effect that specific components of information literacy, i.e., information search and evaluation, have on teachers’ ICT self-efficacy in teaching. Data were collected using an online survey of students in teacher training programs who were engaged as research participants. The analysis disclosed that perceived information evaluation literacy has a more strongly expressed indirect impact on teachers’ ICT self-efficacy than a direct impact, while perceived information search literacy has a stronger direct impact on teachers’ ICT self-efficacy in teaching. Therefore, for teacher educators, it is important to develop a sufficient level of information literacy and ensure a positive experience with information search and evaluation, which are related to higher pre-service teachers’ ICT self-efficacy in teaching. This finding may help support calls for teacher training and/or professional development programs with a focus on information literacy, which might increase teachers’ ICT self-efficacy in teaching and improve ICT use in teaching.
1Lietuvos edukologijos universitetas, Ugdymo mokslų fakultetas, Edukologijos katedra, Studentų g. 39, 08106 Vilnius, palmira.peciuliauskiene@leu.lt 2 Lietuvos edukologijos universitetas, Ugdymo mokslų fakultetas, Edukologijos katedra, Studentų g. 39, 08106 Vilnius, dzeraldas.dagys@leu.lt Anotacija. Straipsnyje ieškoma atsakymo į klausimą, kaip sudominti naujosios (Z) kartos mokinius fizika. Jame nagrinėjama pagrindinės mokyklos mokinių vidinė fizikos mokymosi motyvacija ir tarpasmeninė sąveika fizikos eksperimentinėje veikloje. Gvildenama, kokie (realūs ar virtualūs) fizikos laboratoriniai darbai geriau skatina naujosios kartos mokinių fizikos mokymosi motyvaciją. Teorinis straipsnio pagrindas -apsisprendimo (angl. self-determination) teorija, kuri vidinę mokymosi motyvaciją leidžia nagrinėti tarpasmeninės sąveikos aspektu. Fizikos eksperimentinė veikla mokykloje yra ypatinga tuo, kad mokiniai turi galimybę komunikuoti tarpusavyje, dirbti grupėmis. Straipsnyje gvildenama, kokias galimybes tarpasmeninei sąveikai sudaro realūs ir virtualūs fizikos laboratoriniai darbai. Esminiai žodžiai: vidinė fizikos mokymosi motyvacija, tarpasmeninė komunikacija, naujoji (Z) karta. ĮvadasAktualumas. Visuomenės raida susijusi su žmonių kartų kaita. XXI a. antrojo dešimt-mečio mokyklose mokosi naujosios kartos, kurią sociologai vadina Z karta, mokiniai. Z kartos (gimę 1995-2012 m.) pradžia tapatinama su interneto atsiradimu, su sparčiu informacinių ir komunikacinių technologijų vystymusi (Hove, Stauss, 1991;Miller, 2011). Z kartos santykį su technologijomis taikliai apibūdino A. Cross-Bystrom (2010):
The article deals with the influences of perceived competence and relatedness on school students' intrinsic motivation for learning science (IMLS) in responsible research and innovation (RRI) activity. RRI activity in the science classroom discloses the positive and negative impact of research and innovation discoveries for the society. The evaluation of the negative and positive sides of the research and innovation involves school students in discussion and gives a possibility to feel competent and related with others. 5E model is used in this research. It encompasses formal and informal science education. The purpose of the study is to explore the influence of perceived competence and relatedness on school students' intrinsic motivation for learning science in RRI activity. The data presented in the current study are a part of the 7BP ENGAGE project, implemented in Lithuania (2014-2017). The participants chosen for this study were 8th-10th grade school students from different schools of Lithuania. Multiple regression analysis was used to test if the two basic psychological needs (perceived competence and relatedness) significantly predicted students' intrinsic motivation for learning science. Our research revealed that school students' motivation for learning science was simultaneously influenced by perceived competence and relatedness in RRI activity. We established a statistically significant relation between the students' motivation for learning science and their perceived competence and relatedness. Perceived competence influenced the school students' motivation for learning science more than perceived relatedness in RRI.
The study deals with the Lithuanian school students’ self-confidence in science and motivation for learning science on the basis of TIMSS 2015 data. The study analyses two components of self-confidence: science self-concept (SSC) and science self-efficacy (SSE). The research revealed that self-confidence in science of school students statistically significant correlate with the motivation for learning science.
Despite the significant research interest in teachers’ innovative activities, the role of work experience and professional development (PD) as predictors of science teachers’ innovative work behaviour has rarely been studied. By using the TIMSS 2015 data of three countries with different levels of student achievements in science (Japan, Lithuania and South Africa), this article focuses on revealing how PD content, duration and teaching experience predict science teachers’ two collaborative innovative activities: working together to try out new ideas and sharing new ideas. According to Rogers’ diffusion theory, these two activities correspond to the fourth and fifth stages of innovation: implementation and sharing. The results of an ordinal regression analysis revealed that PD duration could not predict the collaborative innovative activity of science teachers and that teaching experience was a significant predictor of collaborative innovative activity only among Japanese teachers. The study showed that in Lithuanian and South African samples, PD focusing on pedagogical content knowledge, such as science curriculum, students’ critical thinking and enquiry skills and addressing individual students’ needs, positively predicted teachers’ innovative activities. The study invites future research and discussion about the role of PD duration in the collaborative innovative activity of science teachers.
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