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Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania
ARTICLE

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Journal of Science Education and Technology Volume 18, Number 5, ISSN 1059-0145

Abstract

Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which educative curriculum materials were used to prepare teachers for student-centered education and for the use and application of Microcomputer Based Laboratories (MBL)–a specific technology application for facilitating experiments in science education. Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2) teachers' reflection on those lessons and (3) students' perceptions of the classroom environment. The results of the research indicate that the teachers' were able to integrate MBL in their science lessons at an acceptable level and that they were able to create a classroom environment which was appreciated by their students as more investigative and open-ended.

Citation

Voogt, J., Tilya, F. & van den Akker, J. (2009). Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania. Journal of Science Education and Technology, 18(5), 429-438. Retrieved April 20, 2019 from .

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Cited By

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    Research in Social Sciences and Technology Vol. 1, No. 1 (May 29, 2016)

  2. Teaching Science with Technology: A decade of research

    David Slykhuis, James Madison University, United States; Rebecca Krall, University of Kentucky, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4142–4151

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