In-service chemistry teachers' training: the impact of introducing computer technology on teachers' attitudes and classroom implementation

• Published in: International journal of science education Vol. 19; no. 5; pp. 577 - 592
• Main Authors: Dori, Y.J, Barnea, N
• Format: Journal Article
• Language: English
• Published: London Taylor & Francis Group 01.06.1997; Taylor & Francis
• Subjects: Chemie; Computerunterstützter Unterricht; Curriculum subjects: programmes and methods; Educational sciences; Exact and natural sciences; Lehrerfortbildung; Polymer; Teaching methods; Israel; Chemistry; Higher Education; Computer assisted instruction; Technical Teacher; Teacher Developed Materials; Teacher attitude; Computer Science; In-Service Training; Science Education; Technical Education
• ISSN: 0950-0693; 1464-5289
• DOI: 10.1080/0950069970190506

The successful introduction of computer-aided instruction as a tool for enhancing chemistry teaching depends on positive attitudes of the teachers. The research investigated the effects of in-service training and teachers' self-developed mini-courseware on broadening CAI use for chemistry. It involved follow-up of in-service teacher training aimed at strengthening the confidence of chemistry teachers in their ability to use computers in the classroom and monitoring attitude trends. We developed a CAI module on polymers, which was used to introduce the variety of possibilities and benefits of using studyware in the current chemistry curriculum in Israel. It was presented as a source for mastery learning, enrichment material, problems and their solutions. As a research tool, the teachers answered pre- and post-attitude questionaires regarding the use of computers for chemistry teaching in general, and the polymer module in particular. The analyzed data indicated a positive change in teachers' attitudes toward CAI and using computers in their classrooms. As for the polymer module, the teachers indicated that they intended to incorporate it within the chemistry curriculum mainly due to the three-dimensional polymer models, the animation and the visual effects that explain polymerization and streching processes. Teachers in the experimental group implemented the polymer module either in their classrooms or by bringing the students to enrichment days. (Autorenreferat).