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Pre-service Teachers’ use of improvised and virtual laboratory experimentation in Science teaching
ARTICLE

, , , , , Bindura University of Science Education, Zimbabwe

IJEDICT Volume 6, Number 4, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies

Abstract

This research surveyed 16 purposely sampled Bindura University of Science Education (Zimbabwe) Bachelor of Science Education Honours Part III pre-service science teachers’ use of improvised and virtual laboratory experimentation in science teaching. Eleven of the pre-service teachers responded to a self-designed four-point Likert scale twenty-item questionnaire whilst five participated in in-depth interviews as a way of triangulation. SPSS Version 10 was utilised in analysing questionnaire data. Frequencies, means, standard deviations and standard error means were used to systematically evaluate variables on pre-service teachers’ use of the technological resources. Most pre-service teachers, (90.9%) made use of improvised laboratory experimentation in their teaching. However, although the pre-service teachers knew the value and benefits of virtual experimentation, they did not use the technology in their teaching. Therefore the methods course (Pedagogics in Science Teaching) for the pre-service teachers should focus more on specific instructional uses of technology and technical skills rather than familiarisation with technology. This will ensure that technology is effectively integrated in teaching that encourages and supports student – centred learning.

Citation

Bhukuvhani, C., Kusure, L., Munodawafa, V., Sana, A. & Gwizangwe, I. (2010). Pre-service Teachers’ use of improvised and virtual laboratory experimentation in Science teaching. International Journal of Education and Development using ICT, 6(4), 27-38. Open Campus, The University of the West Indies, West Indies. Retrieved July 20, 2019 from .

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