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Using Immersive Technologies to Build Primary Preservice Teacher Confidence in Science
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Reem Mohammed; Shannon Kennedy-Clark; Peter Reimann – Journal of Computers in Mathematics and Science Teaching, 2023
This study examined the effects of using a combination two novel technologies on the development of knowledge and understanding of ecological science concepts for a small of preservice primary teachers, who had self-identified as having low prior background knowledge in science concepts and low confidence in their abilities in teaching science.…
Descriptors: Educational Technology, Preservice Teachers, Elementary School Teachers, Self Efficacy
Engaging the 4th Industrial Revolution: Learning to Use ICTs for Science Teaching in Southern Africa
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Jita, Thuthukile – Journal of Computers in Mathematics and Science Teaching, 2021
The ability to use modern technologies, and particularly the integration of Information and Communication Technologies (ICTs) into subject teaching, has become one of the fundamental graduate attributes for many teacher education (TE) programmes as they prepare future teachers for the 4th industrial revolution (4IR). Research suggests, however,…
Descriptors: Foreign Countries, Computer Uses in Education, Science Instruction, Preservice Teacher Education
21st Century Pedagogical Content Knowledge and Science Teaching and Learning
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Slough, Scott; Chamblee, Gregory – Journal of Computers in Mathematics and Science Teaching, 2017
Technological Pedagogical Content Knowledge (TPACK) is a theoretical framework that has enjoyed widespread applications as it applies to the integration of technology in the teaching and learning process. This paper reviews the background for TPACK, discusses some of its limitations, and reviews and introduces a new theoretical framework, 21st…
Descriptors: Teacher Competencies, Pedagogical Content Knowledge, Technological Literacy, Science Instruction
Using TPCK as a Lens to Study the Practices of Math and Science Teachers Involved in a Year-Long Technology Integration Initiative
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Dawson, Kara; Ritzhaupt, Albert; Liu, Feng; Rodriguez, Prisca; Frey, Christopher – Journal of Computers in Mathematics and Science Teaching, 2013
The purpose of this study was to examine the ways teachers enact technological, pedagogical and content practices in math and science lessons and to document the change with teachers involved in a year-long technology integration initiative. Six hundred seventy-two lessons were analyzed in this research using Technological, Pedagogical Content…
Descriptors: Mathematics Teachers, Science Teachers, Pedagogical Content Knowledge, Technology Integration
Retooling Chinese Primary School Teachers to Use Technology Creatively to Promote Innovation and Problem Solving Skills in Science Classrooms
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Lee, Kar-Tin; Chalmers, Christina; Vinesh, Chandra; Yeh, Andy; Nason, Rod – Journal of Computers in Mathematics and Science Teaching, 2014
This paper reports on the initial phase of a Professional Learning Program (PLP) undertaken by 100 primary school teachers in China that aimed to facilitate the development of adaptive expertise in using technology to facilitate innovative science teaching and learning such as that envisaged by the Chinese Ministry of Education's (2010-2020)…
Descriptors: Foreign Countries, Elementary School Teachers, Faculty Development, Technological Literacy
Integrating a Tutoring Model into the Training of Prospective Computer Science Teachers
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Ragonis, Noa; Hazzan, Orit – Journal of Computers in Mathematics and Science Teaching, 2009
This paper offers a tutoring model its objective is to develop and establish the pedagogical-disciplinary knowledge of prospective computer science teachers with respect to guiding learners in problem-solving processes. The paper presents the tutoring model and the research that accompanied its implementation. The research findings indicate that…
Descriptors: Problem Solving, Tutoring, Models, Pedagogical Content Knowledge