A pedagogical framework for developing innovative science teachers with ICT

Rogers, Laurence; Twidle, John

doi:10.1080/02635143.2013.833900

Cited by 23 publications

(10 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Rogers and Twidle (2013) point out that the most significant products of teachers' professional development are the integration of ICT into the curriculum and the change in teacher's pedagogy towards teaching approaches that empower students to work more independently and reflectively. For ICT to become an integral component or tool for STEM learning, learners must develop an overarching conception of the subject matter with respect to technology and the meaning of studying with technology.…”

Section: Using Ict In Teaching and Learning Stemmentioning

confidence: 99%

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Awad

Barak

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

The current article about pre-service teachers (n=60) describes the implementation and evaluation of an innovative curriculum for teaching sound, waves and communication systems (SWCS). The study sought to investigate pre-service teachers' successes and difficulties in learning a science, technology, engineering and mathematics (STEM)-based program, to examine the program's influence on students' interest and selfefficacy beliefs about learning science and technology, and to explore the factors that affected their achievements and motivation. The participants were two groups of preservice teachers who learned the course within their studies towards a B.Ed. degree in science teaching. Quantitative and qualitative data were collected by a final exam, a retention exam, a Motivation Questionnaire, final projects, class observations and interviews with the students. The findings revealed that the pre-service teachers successfully learned the new subject and were motivated in learning the course. The integration of science and technology studies, engaging the students in hands-on lab work and the use of ICT tools played a crucial role in promoting meaningful learning. However, the PBL part of the course contributed relatively little because the learners encountered difficulties in learning new subjects independently.

show abstract

Section: Using Ict In Teaching and Learning Stemmentioning

confidence: 99%

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Awad

Barak

2018

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…For many years, higher education institutions have been facing the challenge of effectively preparing science teachers with professional competences on "how", "where", "when" and "whether" to use technology in science teaching contexts (Rogers & Twidle, 2013). In this context, Koehler & Mishra (2009) presented the model of technological pedagogical content knowledge (TPCK) which consists of the articulation of teachers' 'pedagogical content knowledge' (PCK), 'technological pedagogical knowledge' (TPK) and 'technological content knowledge' (TCK) (Koehler & Mishra, 2009).…”

Section: Introductionmentioning

confidence: 99%

Design-Based Research

Anderson

Shattuck

2012

Educational Researcher

1,353

334

View full text Add to dashboard Cite

Technological Pedagogical Content Knowledge (TPCK) represents the teachers' professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers' professional portfolios.A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students. Suggestions for the creation of a design framework for the development of initial and in-service science teachers' TPCK are put forward.

show abstract

“…In practice, this means that teachers should possess a dynamic and transformative tacit knowledge of technology which is integrated into their pedagogical knowledge (PK) and content knowledge (CK) (Koehler, & Mishra, 2008;Chai, Koh, Tsai, & Tan, 2011;Rogers, & Twidle, 2013), as depicted in Figure 1. Figure 1.…”

Section: Promoting Meaningful Science Teaching and Learning Through Imentioning

confidence: 99%

New Ways to Teach and Learn in China and Finland

Niemi¹,

Jia

2016

View full text Add to dashboard Cite

In 2014, the Ministry of Education of the People's Republic of China and the Ministry of Education and Culture of Finland signed the Learning Garden agreement with the intention to establish synergies among various projects and agents involved in Sino-Finnish education cooperation. The University of Helsinki has promoted cooperation with Chinese universities as one of its strategic aims. In late 2014, the mutual understanding between the University of Helsinki and Peking University was updated and signed, and in November 2015 the University of Helsinki and Beijing Normal University decided to establish the joint Sino-Finnish Learning Innovation Institute for cooperation in educational issues in both countries. The editors and authors of this book want to thank the ministries of both countries for the important initiative and for their systematic cooperation. This book is a product of a research collaboration between Chinese and Finnish researchers, especially in the area of educational technology. During the last two years, researchers have held several joint symposiums and conferences in both Peking and Helsinki. It has been amazing how much we have learned from one another despite the vastly different scales of our two countries. All authors are very grateful to their own universities for providing an opportunity for inspiring international collaboration. The Finnish researchers also want to thank the Finnish funding agencies, the National Agency for Technology and Innovations (Tekes) and the Academy of Finland, which have supported the development of educational technology in Finnish educational settings in recent years. The Tekes project Finnable 2020 at the University of Helsinki has been especially important to this book.

show abstract

A pedagogical framework for developing innovative science teachers with ICT

Cited by 23 publications

References 28 publications

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Pre-service Science Teachers Learn a Science, Technology, Engineering and Mathematics (STEM)-Oriented Program: The Case of Sound, Waves and Communication Systems

Design-Based Research

New Ways to Teach and Learn in China and Finland

Contact Info

Product

Resources

About