Transforming Pre-Service Teacher Knowledge in Science Education Through Multimedia and ICT
Keys, Phillip M. & Watters, James J. (2006) Transforming Pre-Service Teacher Knowledge in Science Education Through Multimedia and ICT. In Annual Meeting of the National Association for Research in Science Teaching (NARST), April 3-6, 2006, San Francicso. (Unpublished)
The purpose of this study was to determine if the beliefs of elementary pre-service teachers had been influenced by the provision of an interactive CDROM of modeled case studies of teaching science. Through a grounded theory approach using constant comparative analysis the findings revealed that the modeled practices by themselves made little impact on the pre-service teachers’ beliefs and practices. The twenty-four pre-service teachers in the study continued to use traditional teaching approaches in their lessons but at the same time espoused the concepts of constructivism. Nevertheless, toward the end of the semester through a combination of learning experiences of the pre-service teachers’ critical reflection of their own video taped science lessons culminating in a focus group session, the pre-service teachers were able to differentiate between their own beliefs and teaching practices with what was presented on the interactive CD ROM. The outcome of this study provides a transformative learning model that uses multimedia and ICT as a strategy in bringing about conceptual change in pre-service teachers’ beliefs and has application in professional development for in-service teachers.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||science teaching, pre, service teacher education, multimedia, teacher beliefs, ICT, attitudes, transformative learning, reflective practice, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Primary Education (excl. Maori) (130105)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2006 (please consult author)|
|Deposited On:||19 Mar 2007|
|Last Modified:||27 Oct 2014 04:56|
Repository Staff Only: item control page