Digital simulations as a pedagogical tool: How ready are Fiji year-11 science teachers?

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-09-19 DOI:10.1111/jcal.13071

Shayal Nandani, Shikha Raturi

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引用次数: 0

Abstract

Background

Digital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online.

Objective

To determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design.

Methods

The theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre-test and post-test results before and after the intervention (training).

Results

Science teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support.

Conclusions

The study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology-enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st-century education is imperative.

查看原文本刊更多论文

数字模拟作为一种教学工具：斐济 11 年级科学教师的准备情况如何？

背景数字模拟是科学教育中的新兴技术，它可以让学生将抽象概念形象化，并使科学教师能够在线开展实验室工作/实验。为了确定教师是否做好了准备，本研究重点关注教师的认知技能和知识，以及他们对使用数字模拟作为教学工具的看法，并在研究设计中纳入了干预措施。方法本研究的理论框架结合了修改后的技术接受模型和多媒体学习认知理论。采用 "滚雪球 "抽样法从中学招募了 10 名化学教师，并采用混合方法顺序解释性研究设计。通过调查、访谈、干预（培训）前后的前测和后测结果收集数据。结果科学教师认为数字模拟很有价值，易于使用，并准备在今后的课程中使用。培训后，教师的认知知识和技能得到了提高，心态也变得积极。教师们表示需要各级培训和支持，以成功地将数字模拟融入课堂。此外，家长的参与对提高他们对此类活动的认识也至关重要。结论这项研究呼吁重新思考和修订科学课程、政策，并加强基础设施/一般资源，以支持科学课堂中的技术辅助学习、教学和评估实践；必须为教师提供持续的专业发展计划，以跟上 21 世纪教育不断变化的需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope