Using Action Research to Innovate Teacher Education Concerning the Use of Modern ICT in Chemistry Classes

Authors

DOI:

https://doi.org/10.51724/arise.16

Keywords:

chemistry education, Action research, teacher education, ICT

Abstract

This paper describes action research on teacher education aiming at innovating a course on the use of modern ICT in science education. The background of the action research project is presented and experiences and effects are also discussed. The study was carried out at a German university focusing an educational course for pre-service chemistry teachers. The course was cyclically refined over a time span of three years by participatory action research. The accompanying research revealed positive effects of the course on the student teachers. The research focused on changes in student teachers’ attitudes and self-efficiency beliefs concerning the use of digital media in general and in chemistry education in particular. More investment in action research in innovating science teacher education is needed. The presented case allows to serve as a promising example.

References

Anderson, R., & Helms, J. V. (2001). The ideal of standards and the reality of schools: needed research. Journal of Research in Science Teaching, 38, 3-16.

Baron, R. A., & Byrne, D. (1991). Social psychology: understanding human interaction. Boston: Allyn and Bacon.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychology, 28, 117-148.

Brüggemann, M. (2013). Digitale Medien und Schule [Digital media and school]. In D. Karpa, B. Eickelmann & S. Grafe (eds.), Medienhandeln und berufsbezogene Orientierung von erfahrenen Lehrkräften (pp. 241-252). Kassel: Prolog.

Breiter, A., Wellings, S., & Stolpmann, B. E. (2010). Medienkompetenz in der Schule [Media competence in school]. Berlin: LfM/Vistas.

Burmeister, M., Eilks, I. (2013). Using Participatory Action Research to develop a course module on Education for Sustainable Development in pre-service chemistry teacher education. Centre of Educational Policy Studies Journal, 3(1), 59-78

Dori, Y. J., Rodrigues, S., & Schanze, S. (2013). How to promote chemistry learning through the use of ICT. In I. Eilks & A. Hofstein (eds.), Teaching chemistry (pp. 213-240). Rotterdam: Sense.

Eilks, I., & Feierabend, T. (2013). Developing the curriculum by Participatory Action Research – An interdisciplinary project on climate change. In T. Plomp & N. Nieveen (eds.), Educational design research: introduction and illustrative cases (pp. 321-338). Enschede: SLO.

Eilks, I. & Markic, S., (2011). Effects of a long-term Participatory Action Research project on science teachers’ professional development. Eurasia Journal of Mathematics, Science and Technology Education, 7, 149-160.

Eilks, I., & Ralle, B. (2002). Participatory Action Research in chemical education. In B. Ralle & I. Eilks (eds.), Research in chemical education - What does this mean? (pp. 87-98). Aachen: Shaker.

Francis-Pelton, L. & Pelton, T. (1996). Building attitudes: how a technology course affects pre-service teachers’ attitudes about technology. web.uvic.ca/~tpelton/oldwebsite/attitudesite.htm (12.01.2015).

Gleaves, A., Walker, C., & Grey, J. (2008). Using digital and paper diaries for assessment and learning purposes in higher education: a case of critical reflection or constrained compliance?. Assessment and Evaluation in Higher Education, 33, 219-233.

Gysbers, A. (2008). Lehrer – Medien – Kompetenz: eine empirische Untersuchung zur medienpädagogischen Kompetenz und Performanz niedersächsischer Lehrkräfte [Teacher – media – competence: an empirical investigation on media-educational competence and performace or Lower Saxonian teachers]. Berlin: NLM/Vistas.

Hattie, J. A. C. (2009). Visible learning: a synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

Jimoyiannis, A., & Komis V. (2007). Examining teachers' beliefs about ICT in education: implications of a teacher preparation programme. Teacher Development, 11, 149-173.

Joo, J. E. (1999). Cultural issues of the Internet in the classrooms. British Journal of Educational Technology, 30, 245-250.

Kersaint, G., Horton, B., Stohl, H., & Garofalo, J. (2003). Technology beliefs and practices of mathematics education. Journal of Technology and Teacher Education, 11, 549- 577.

Khvilon, E., & Patru, M. (2002). Information and communication technology in education: a curriculum for schools and programme of teacher development. Paris: UNESCO

Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In J. A. Colbert, K. E. Boyd, K. A. Clark, S. Guan, J. B. Harris, M. A. Kelly & A. D. Thompson (eds.), Handbook of Technological Pedagogical Content Knowledge for Educators (pp. 1–29). New York: Routledge.

Krause, M., & Eilks, I. (2014). Innovating chemistry learning with PREZI. Chemistry in Action, 104 (Winter), 19-25.

Krause, M., & Eilks, I. (2015). Lernen über digitale Medien in der Chemielehrerausbildung – Ein Projekt Partizipativer Aktionsforschung [Learning about digital media in chemistry teacher education – a projekt of participatory action research]. Chemie konkret, 22, 173-178.

Krause, M., Pietzner, V., Dori, Y. J., & Eilks, I. (2017). Differences and developments in attitudes and self-efficacy of prospective chemistry teachers concerning the Use of ICT in education. Eurasia Journal of Mathematics, Science and Technology Education, 13, 4405-4417.

Laudonia, I., & Eilks, I. (2018). Teacher-centred action research in a remote participatory environment – A reflection on a case of chemistry curriculum innovation in a Swiss vocational school. In J. Calder and J. Foletta (ed.), Participatory Action Research (PAR): Principles, approaches and applications (pp. 215-231). Hauppauge: Nova.

Laudonia, I., Mamlok-Naaman, R., Abels, S., & Eilks, I. (2017). Action research in science education - an analytical review of the literature. Educational Action Research advance article.

Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Educational Technology Research and Development, 55, 83-116.

Mamlok-Naaman, R., & Eilks, I. (2012). Action research to promote chemistry teachers’ professional development – Cases and experiences from Israel and Germany. International Journal of Mathematics and Science Education, 10, 581-610.

Marks, R., & Eilks, I. (2010). Research-based development of a lesson plan on shower gels and musk fragrances following a socio-critical and problem-oriented approach to chemistry teaching. Chemistry Education Research and Practice, 11, 129-141.

McIntyre, D. (2005). Bridging the gap between research and practice. Cambridge Journal of Education, 35, 357-382.

Raab-Steiner, E., & Benesch, M. (2010). Der Fragebogen: von der Forschungsidee zur SPSS/PASW-Auswertung [The questionnaire: from the research idea to SPSS/PASW evaluation]. Wien. Facultas wuv.

Rodrigues, S. (ed.) (2010). Multiple literacy and science education: ICTs in formal and informal learning environments. Hershey: IGI Global.

Russell, G., & Bradley, G. (1997). Teachers‘ computer anxiety: implications for professional development. Education and Information Technologies, 2 (1), 17-30.

Smith, M. B. (1968). Attitude change. In: W. A. Darity (ed.), International encyclopedia of the social sciences (pp. 458-467). New York: Crowell Collier and MacMillan.

Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education, European Journal of Teacher Education, 34, 483-499.

Tolsdorf, Y., & Markic, S. (2018). Participatory action research in university chemistry teacher training. Centre for Educational Policy Studies Journal, 8(4), 89-108.

Whyte, W. F., Greenwood, D. J., & Lazes, P. (1989). Participatory Action Research. The American Behavioral Scientist, 32, 513-551.

Published

2019-07-24

How to Cite

Krause, M., & Eilks, I. (2019). Using Action Research to Innovate Teacher Education Concerning the Use of Modern ICT in Chemistry Classes. Action Research and Innovation in Science Education, 2(1), 15–21. https://doi.org/10.51724/arise.16