Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania

Autor/inn/en	Voogt, Joke; Tilya, Frank; van den Akker, Jan
Titel	Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania
Quelle	In: Journal of Science Education and Technology, 18 (2009) 5, S.429-438 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-009-9160-8
Schlagwörter	Student Attitudes; Laboratories; Foreign Countries; Science Teachers; Classroom Environment; Teacher Attitudes; Science Education; Teaching Methods; Secondary Schools; Technology Integration; Workshops; Science Instruction; Student Centered Curriculum; Instructional Materials; Experiments; Science Laboratories; Computers; Tanzania + Suchen Sie Ihr Suchwort? Schülerverhalten; Laboratory; Laboratorium; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Lehrerverhalten; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschule; Lernwerkstatt; Schulung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Erprobung; Digitalrechner; Tansania
Abstract	Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to prepare teachers for student-centered education and for the use and application of Microcomputer Based Laboratories (MBL)--a specific technology application for facilitating experiments in science education. Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2) teachers' reflection on those lessons and (3) students' perceptions of the classroom environment. The results of the research indicate that the teachers' were able to integrate MBL in their science lessons at an acceptable level and that they were able to create a classroom environment which was appreciated by their students as more investigative and open-ended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10