Improving Science Student Teachers’ Self-perceptions of Fluency with Innovative Technologies and Scientific Inquiry Abilities

Journal of Science Education and Technology

Volumn 24, Issue 4, 2015, Pages 448-460

  Çalik, Muammer ^a   Ebenezer, Jazlin ^b   Özsevgeç, Tuncay ^a   Küçük, Zeynel ^a   Artun, Hüseyin ^c  

^a KARADENIZ TECHNICAL UNIVERSITY   (Turkey)

^b WAYNE STATE UNIVERSITY   (United States)

^c YUZUNCU YIL UNIVERSITY   (Turkey)

Author keywords

Innovative technologies; Science student teachers; Teacher preparation; Technology Embedded Scientific Inquiry

Indexed keywords

EID: 84937516102     PISSN: 10590145     EISSN: 15731839     Source Type: Journal    
DOI: 10.1007/s10956-014-9529-1     Document Type: Article

References (57)

1. Adegbija MV (2011) Technologies for instruction as innovative strategies in higher education: a Nigerian Perspective. Eur J Sci Res 63(4):557–562
2. Angeli C, Valanides N (2008) TPCK in preservice teacher education: Preparing primary education students to teach with technology. Paper presented at the AERA Annual Conference, New York
3. Atwater MM (2000) Equity for Black Americans in precollege science. Sci Educ 84:154–179
4. Bakirci H, Calik M (2013) Effect of guide materials developed in "adaptation and natural selection" subject on remedying grade 8 students alternative conceptions. Egit Bilim 38(168):215–229
5. Barron AE, Kemker K, Harmes C, Kalaydjian K (2003) Large-scale research study on technology in K–12 schools: technology integration as it relates to the National Technology Standards. J Res Technol Educ 35:489–507
6. Calik M (2011) How did creating constructivist learning environment influence graduate students’ views? Energy Educ Sci Technol Part B Soc Educ Stud 3(1):1–13
7. Calik M (2013) Effect of technology-embedded scientific inquiry on senior science student teachers’ self-efficacy. Eurasia J Math Sci Technol Educ 9(3):223–232. doi:10.12973/eurasia.2013.931a
8. Çalık M, Aytar A (2013) Investigating prospective primary teachers’ pedagogical content knowledge of “effect of human on environment” subject in process of teaching practice. Kuram ve Uygulamada Egitim Bilimleri 13(3):1599–1605. doi:10.12738/estp.2013.3.1649
9. Çalik M, Coll RK (2012) Investigating socioscientific issues via scientific habits of mind: development and validation of the scientific habits of mind survey (SHOMS). Int J Sci Educ 34(12):1909–1930. doi:10.1080/09500693.2012.685197
10. Çalık M, Sözbilir M (2014) Parameters of content analysis. Egitim ve Bilim-Education and Science 39(174):33–38. doi:10.15390/EB.2014.3412
11. Çalik M, Özsevgeç T, Ebenezer J, Artun H, Küçük Z (2014) Effects of ‘environmental chemistry’ elective course via technology embedded scientific inquiry model on some variables. J Sci Educ Technol 23(3):412–430. doi:10.1007/s10956-013-9473-5
12. Çalık M, Ayas A, Coll RK (2010) Investigating the effectiveness of usage of different methods embedded with four-step constructivist teaching strategy. J Sci Educ Technol 19(1):32–48
13. Çalık M, Turan B, Coll RK (2014) A cross-age study of elementary student teachers’ scientific habits of mind concerning socioscientific issues. Int J Sci Math Educ. http://link.springer.com/article/10.1007%2Fs10763-013-9458-0. doi:10.1007/s10763-013-9458-0
14. Çalık M, Artun H, Küçük Z (2013) Investigating senior science student teachers’ dialogues undertaken on technology embedded scientific inquiry web-site. Dicle University, Journal of Ziya Gökalp Faculty of Education, 20: 138–155 (In Turkish)
15. Chen C-H (2008) Why do teachers not practice what they believe regarding technology integration? J Educ Res 102(1):65–75
16. Demircioğlu H, Dinç M, Çalik M (2013) The effect of storylines embedded within context-based learning approach on grade 6 students’ understanding of ‘physical and chemical change’ concepts. J Baltic Sci Educ 12(5):682–691
17. Duit R (2007) Science education research internationally: conceptions, research methods, domains of research. Eurasia J Math Sci Technol Educ 3(1):3–15
18. Ebenezer JV, Kaya ON, Ebenezer DL (2011) Engaging students in environmental research projects: perceptions of fluency with innovative technologies and levels of scientific inquiry abilities. J Res Sci Teach 48(1):94–116
19. Ebenezer JV, Columbus R, Kaya ON, Zhang L, Ebenezer DL (2012) One science teacher’s professional development experience: a case study exploring changes in students’ perceptions of their fluency with innovative technologies. J Sci Educ Technol 21(1):22–37
20. Friedrichsen PM, Munford D, Orgill M (2006) Brokering at the boundary: a prospective science teacher engages students in inquiry. Sci Educ 90(3):522–543
21. Gorder LM (2008) A study of teacher perceptions of instructional technology integration in the classroom. Delta Pi Epsilon J 50(2):63–76
22. Gülbahar Y (2007) Technology planning: a roadmap to successful technology integration in schools. Comput Educ 49(4):943–956
23. Hermans R, Tondeur J, van Braak J, Valcke M (2008) The impact of primary school teachers’ educational beliefs on the classroom use of computers. Comput Educ 51(4):1499–1509
24. International Society for Technology in Education (2007, 2008) National educational technology standards for students. Retrieved September 12, 2008, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm
25. Karpudewan M, Ismail ZH, Mohamed N (2011) Green chemistry: educating prospective science teachers in education for sustainable development at School of Educational Studies, USM. J Soc Sci 7(1):42–50
26. Kim MC, Hannafin MJ (2011) Scaffolding problem solving in technology-enhanced learning environments (TELEs): bridging research and theory with practice. Comput Educ 56(2):403–417
27. Kozma RB (2009) Comparative analysis of policies for ICT in education. In: Voogt J, Knezek C (eds) International Handbook of Information Technology in Primary and Secondary Education. Springer, New York
28. Krajcik JS, Blumenfeld PC, Marx RW, Soloway E (2000) Instructional, curricular and technological supports for inquiry in science classrooms. In: Minstrill J, van Zee EH (eds) Inquiring into inquiry learning and teaching in science. American Association for the Advancement of Science, Washington, DC, pp 283–315
29. Kutluca T (2012) The feasibility of computer assisted instructional materials developed on the subject of quadratic functions. Energy Educ Sci Technol Part B Soc Educ Stud 4(4):1879–1892
30. Kutluca T, Ekici G (2010) Examining teacher candidates’ attitudes and self-efficacy perceptions towards the computer assisted education. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 38:177–188
31. Linn M (2003) Technology and science education: starting points, research programs, and trends. Int J Sci Educ 25(6):727–758
32. Liu JM (2001) Integrating educational technology into field experiences and teacher education curriculum–A systemic approach. Papers Presented at the 24th National Convention of the Association for Educational Communications and Technology, Atlanta, GA.
33. Liu SH (2011) A multivariate model of factors influencing technology use by preservice teachers during practice teaching. Educ Technol Soc 15(4):137–149
34. Lynch S (2000) Equity and science education reform. Lawrence Erlbaum, Mahwah, NJ
35. Mandler D, Mamlok-Naaman R, Blonder R, Yayon M, Hofstein A (2012) High-school chemistry teaching through environmentally oriented curricula. Chem Educ Res Pract 13:80–92
36. Means B (1998) Melding authentic science, technology, and inquiry-based teaching: experiences of the GLOBE program. J Sci Educ Technol 7(1):97–105
37. Nabhan GP, Trimble S (1994) The geography of childhood: Why children need wild places. Beacon Press, Boston
38. National Research Council (1996) National science education standards. National Academy Press, Washington, DC
39. National Research Council (2000) Inquiry and the National Education Standards. National Academy Press, Washington, D.C
40. National Research Council (2011) A framework for K-12 science education: practices, crosscutting concepts, and core ideas, Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education, The National Academies Press, Washington, DC
41. National Research Council (2012) Conceptual framework for new science education standards. National Academy Press, Washington, DC
42. Newton L, Rogers L (2001) Teaching Science with ICT. Continuum, London
43. Niaz M (2008) Whither constructivism?—A chemistry teachers’ perspective. Teach Teacher Educ 24(2):400–416
44. Nugultham K, Shiowatana J (2010) Teaching science in Thai secondary schools using experimental kits. Int J Learn 16(12):307–315
45. O’Brien C, Aguinaga NJ, Hines R, Hartshorne R (2011) Using contemporary technology tools to improve the effectiveness of teacher educators in special education. Rural Special Educ Quart 30(3):33–40
46. Özsevgeç T (2011) Computer literacy of Turkish preservice teachers in different teacher training programs. Asia Pacific Educ Rev 12(1):13–21
47. Pedretti E (2003) Teaching science, technology, society and environment (STSE) education: Preservice teachers’ philosophical and pedagogical landscapes. In: Zeidler DL (ed) The role of moral reasoning on socioscientific issues and discourse in science education. Kluwer Academic Press, Dordrecht
48. Psillos D (2001) Science education researchers and research in transition: Issues and policies. In: Behrendt H, Dahncke H, Duit R, Gräber W, Komorek M, Kross A, Reiska P (eds) Research in science education - Past, present, and future. Kluwer Academic Publishers, Dordrecht, pp 11–16
49. Robelia B, McNeill K, Wammer K, Lawrenz F (2010) Investigating the impact of adding an environmental focus to developmental chemistry course. J Chem Educ 87(2):216–220
50. Rogers L, Twidle J (2013) A pedagogical framework for developing innovative science teachers with ICT. Res Sci Technol Educ 31(3):227–251
51. Sadler TD (2009) Situated learning in science education: socio-scientific issues as contexts for practice. Stud Sci Educ 45(1):1–42
52. Trochim WM (1999) The research methods knowledge base, 2nd edn. Atomic Dog, Cincinnati
53. Ültay N, Çalık M (2012) A thematic review of studies into the effectiveness of context-based chemistry curricula. J Sci Educ Technol 21(6):686–701. doi:10.1007/s10956-011-9357-5
54. Xie Y, Reider D (2014) Integration of innovative technologies for enhancing students’ motivation for science learning and career. J Sci Educ Technol 23(3):370–380. doi:10.1007/s10956-013-9469-1
55. Yakar Z, Baykara H (2014) Inquiry-based laboratory practices in a science teacher training program. Eurasia J Math Sci Technol Educ 10(2):173–183. doi:10.12973/eurasia.2014.1058a
56. Zhang L (2014) A meta-analysis method to advance design of technology-based learning tool: combining qualitative and quantitative research to understand learning in relation to different technology features. J Sci Educ Technol 23(1):145–159. doi:10.1007/s10956-013-9460-x
57. Zhou S, Yeung YY, Wang Y, Wang X, Xiao H (2014) Integrating effective pedagogies in science education with a design of alternative experiments on electromagnetics. Eurasia J Math Sci Technol Educ 10(1):13–21. doi:10.12973/eurasia.2014.1011a