期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2011
卷号：1
期号：4
页码：11-25
出版社：University of Ljubljana
摘要：Today’s computers and related technologies have an important role inenabling visualisations of the workings of various scientific concepts,natural phenomena and mechanisms by creating technology-rich environments(TRE). TRE offer opportunities to science teachers in casesof natural phenomena that might be difficult or impossible to view, dangerousto conduct experiments about, impractical or too expensive tobring into the classroom, or too messy or time consuming to prepare ina school laboratory. However, science teaching cannot and should notbe undertaken entirely by TRE. Science teachers need to know how tointegrate technology into science classrooms. Measuring science teachers’confidence in technological pedagogical content knowledge (TPCK)and identifying their views about using TRE in science instruction is animportant issue. The present study aims to address challenges faced byin-service science teachers when creating TRE and gives suggestions forsuccessful technology integration into science teaching. The data weregathered through a TPCK confidence survey and subsequent interviews.The results show that in-service science teachers have a low levelof confidence in using technology during science teaching. The teacherssurveyed stressed their need for professional development activities regardingthe effective and meaningful use of TRE in science teaching.
