Factors Influencing Teachers’ Use of Technology and PBL in Middle School Science Classrooms
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- 2015.03.25
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- 2010.04
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 11권 / 1호
ㆍ저자명 : Kyu Yon LIM, Hyeon Woo LEE, Hien NGUYEN, Barbara GRABOWSKI
목차
Introduction
Methodology
Results
Discussion and Implications
References
한국어 초록
The purpose of this study is to examine middle school teachers’ use of technology andproblem-based learning (PBL) in their teaching practice. Factors related to teachers’ use oftechnology and PBL are also investigated including: teachers’ computer and Internet skills,feelings of preparedness to use the Internet, attitudes toward the use of web resources,pedagogical beliefs, science teaching efficacy, and the use of general teaching strategies.Twenty-seven middle school science, math, and technology teachers participated in the study.Research results describe the participants as slightly proficient in computer and Internet skills,positive toward use of web resources, and neutral on feelings of preparedness toward use ofcomputer and the Internet. Participants also tended toward constructivist pedagogical beliefsand used various teaching strategies. They, however, reported low science teaching efficacy.Teachers’ use of computers and the Internet correlated with pedagogical beliefs and feelings ofpreparedness toward the use of computers and the Internet. The study also found therelationships between the use of PBL and teachers’ computer and internet skills, pedagogicalbeliefs, and the use of general teaching strategies. Also discussed are meaningful implicationsfor teachers’ professional development, especially for the programs designed to facilitate theuse of web-enhanced PBL.
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