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

• Published in: Journal of science education and technology Vol. 18; no. 5; pp. 429 - 438
• Main Authors: Voogt, Joke, Tilya, Frank, van den Akker, Jan
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Science + Business Media 01.10.2009; Springer Netherlands; Springer; Springer Nature B.V
• Subjects: Active learning; Classroom Environment; Classrooms; Collaborative learning; Computers; Curricula; Education; Educational Technology; Experiments; Foreign Countries; Instructional Materials; Laboratories; Laboratory tests; Learning; Physics; Qualitative analysis; Schools; Science Education; Science Instruction; Science Laboratories; Science learning; Science Teachers; Secondary Education; Secondary Schools; Student Attitudes; Student Centered Curriculum; Student Centered Learning; Students; Tanzania; Teacher Attitudes; Teachers; Teaching Methods; Technology; Technology Integration; Workshops; Tanzania; Science education; Teacher learning; ICT; Classroom practice; Secondary education; Student perceptions
• DOI: 10.1007/s10956-009-9160-8
• ISSN: 1059-0145

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. Quantiative 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.