A Study on Teachers' Views on the Use of Technology to Improve Physics Education in High Schools

Autor/in	Erdem, Aytekin
Titel	A Study on Teachers' Views on the Use of Technology to Improve Physics Education in High Schools
Quelle	In: Journal of Education and Training Studies, 7 (2019) 4, S.142-153 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Teacher Attitudes; Technology Uses in Education; Physics; High Schools; Foreign Countries; Science Instruction; Science Teachers; Secondary School Science; Science Laboratories; Science Activities; Technology Integration; Turkey + Suchen Sie Ihr Suchwort? Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Physik; High school; Oberschule; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Türkei
Abstract	This study was carried out to determine teacher views on the use of technology to improve physics education in high schools. The sample of the study is 238 volunteer physics teachers. The study was carried out with the survey model and a five point Likert Scale was used in the study. The scale has a reliability coefficient of 0.92. Descriptive and inferential statistical techniques were used to analyze the data obtained from the scale. According to the results of the analysis, it was determined that teachers strongly agreed with all six of the articles except one of the views within the dimension "suggestions on teacher competence and technology-based subject discourse" and with only one out of the five articles within the dimension "recommendations for performing technology-assisted laboratory activities." In addition, it has been determined that significant change in teachers' views did not occur regarding the use of technology to improve physics education according to different individual characteristics. However, it has been determined that there is a significant positive difference with those in high need of professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01