Science Teacher Efficacy and Extrinsic Factors toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning

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Autor/inn/en	Annetta, Leonard A.; Frazier, Wendy M.; Folta, Elizabeth; Holmes, Shawn; Lamb, Richard; Cheng, Meng-Tzu
Titel	Science Teacher Efficacy and Extrinsic Factors toward Professional Development Using Video Games in a Design-Based Research Model: The Next Generation of STEM Learning
Quelle	In: Journal of Science Education and Technology, 22 (2013) 1, S.47-61 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9375-y
Schlagwörter	Video Games; Educational Games; Computer Uses in Education; Mixed Methods Research; Online Surveys; Teacher Surveys; Teacher Effectiveness; Educational Technology; Teaching Methods; Statistical Analysis; Web Sites; Electronic Publishing; Science Teachers; Academic Standards; Pedagogical Content Knowledge; Self Efficacy; Inservice Teacher Education; Secondary School Teachers; Teacher Developed Materials; Teacher Attitudes; Teacher Motivation; Science Instruction; Instructional Design; Computer Literacy; Instructional Effectiveness; Qualitative Research; STEM Education + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Educational game; Lernspiel; Computernutzung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Web-Design; Elektronisches Publizieren; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Pädagogische Kompetenz; Self-efficacy; Selbstwirksamkeit; Lehrerfortbildung; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkenntnisse; Qualitative Forschung; STEM
Abstract	Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher's attitudes and efficacy where impacted while designing science-based video games. The study's mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10