Modes of technology integration in chemistry teaching: theory and practice

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Itsik Aroch, Dvora Katchevich and Ron Blonder
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Abstract

The rise of digital technologies since the second half of the 20th century has transformed every aspect of our lives and has had an ongoing effect even on one of the most conservative fields, education, including chemistry education. During the Covid-19 pandemic, chemistry teachers around the world were forced to teach remotely. This situation provided the authors with an opportunity to investigate how chemistry teachers integrate technology into their teaching, compared with how the research literature suggests that it is done. The theoretical framework used in this explorative qualitative study involves chemistry teachers' technological, pedagogical, and content knowledge (TPACK). In particular, the study focused on different modes of technology integration (MOTIs) in chemistry teaching, which is a part of the teachers’ TPACK. In the first stage, five expert chemistry teachers were interviewed so that they could share their extensive experience with technology during online chemistry teaching. Analysis of their interviews revealed that the teachers applied 7 MOTIs in their chemistry teaching. Of these MOTIs, 4 were reported in the chemistry teaching literature: (1) using digital tools for visualization, (2) using open digital databases, (3) using computational methods, and (4) using virtual laboratories and videos of chemical experiments. In addition, the interviews revealed three new MOTIs in chemistry teaching not previously reported: (5) supporting multi-level representations, (6) enabling outreach of chemistry research, and (7) presenting chemistry in everyday life phenomena. In the second research stage, we collected the perspectives of other chemistry teachers (N = 22) regarding the 7 MOTIs. This stage enabled us to validate the findings of the first stage on a wider population and provided data to rate the importance of the seven different MOTIs according to the teachers. We wish to stress that understanding the MOTIs will not only enrich teachers’ theoretical knowledge base regarding integrating technology into chemistry teaching—it will also contribute to chemistry teachers' preparation and professional development programs.

化学教学中的技术整合模式:理论与实践
自 20 世纪下半叶以来,数字技术的兴起改变了我们生活的方方面面,甚至对最保守的领域之一--教育,包括化学教育,也产生了持续的影响。在 Covid-19 大流行期间,世界各地的化学教师被迫进行远程教学。这种情况为作者提供了一个机会,以研究化学教师如何将技术融入教学,并与研究文献所建议的方法进行比较。这项探索性定性研究采用的理论框架涉及化学教师的技术、教学和内容知识(TPACK)。本研究特别关注化学教学中的不同技术整合模式(MOTIs),这是教师 TPACK 的一部分。第一阶段,对五位化学专家教师进行了访谈,让他们分享在网络化学教学中使用技术的丰富经验。对访谈内容的分析表明,这些教师在化学教学中应用了 7 个移动式教学方法。其中,有 4 项在化学教学文献中已有报道:(1) 使用数字工具实现可视化;(2) 使用开放式数字数据库;(3) 使用计算方法;(4) 使用虚拟实验室和化学实验视频。此外,访谈还揭示了以前未曾报道过的化学教学中的三个新的非物质文化遗产:(5) 支持多层次表述,(6) 促进化学研究的推广,(7) 展示日常生活中的化学现象。在第二研究階段,我們收集了其他化學教師(22 人)對這七項非技術動機的看 法。这一阶段使我们能够在更广泛的人群中验证第一阶段的研究结果,并提供数据,让教师们对七种不同的 "非物质文化遗产 "的重要性进行评分。我们希望强调的是,对 "关键行动指标 "的理解不仅能丰富教师将技术整合到化学教学中的理论知识基础,还有助于化学教师的备课和专业发展计划。
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来源期刊
CiteScore
4.80
自引率
26.70%
发文量
64
审稿时长
6-12 weeks
期刊介绍: The journal for teachers, researchers and other practitioners in chemistry education.
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