Wednesday, March 28
5:45 PM-7:00 PM
EDT
Edison Ballroom D

Exploring the Changes of Elementary Teacher Candidates’ Beliefs Enrolled in a Technology Infused Science Methods Course

Poster/Demo ID: 51874
  1. aaa
    Sumreen Asim
    Indiana University Southeast

Abstract: Preparing future elementary teachers to effectively teach science in an engaging inquiry-based manner is a complex task This qualitative study explored the impact of an elementary science methods course that purposefully infused educational technology The study provides an innovative course design, which combines all three out of school (OST) time environments Some of the educational technology included in the course design were virtual museums as an extension of the classroom, educational apps for assessments, and educational games to supplement science content learning Data included drawings, reflections and observations A thematic analysis of data revealed that conceptions of teaching science were beliefs-driven instructional ideas that showed an infinity of collaborative, student-centered constructivist approaches including educational technology as a tool for enhancing science teaching and the learning cycle The findings indicate that educational technology used in the science methods course positively influenced elementary teacher candidates’ beliefs Although the results are not generalizable The study aims to provide recommendations to teacher educators for science methods course design

Presider: Rashid Khan, DCC- King Fahd University of Petroleum and Minerals, Dhahran Saudi Arabia

Topic

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