Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism
- 3.9k Downloads
Changes in our global world have shifted the skill demands from acquisition of structured knowledge to mastery of skills, often referred to as twenty-first century competencies. Given these changes, a sequential explanatory mixed methods study was undertaken to (a) examine predominant instructional methods and technologies used by teacher educators, (b) identify attributes for learning and teaching in the twenty-first century, and (c) develop a pedagogical framework for promoting meaningful usage of advanced technologies. Quantitative and qualitative data were collected via an online survey, personal interviews, and written reflections with science teacher educators and student teachers. Findings indicated that teacher educators do not provide sufficient models for the promotion of reform-based practice via web 2.0 environments, such as Wikis, blogs, social networks, or other cloud technologies. Findings also indicated four attributes for teaching and learning in the twenty-first century: (a) adapting to frequent changes and uncertain situations, (b) collaborating and communicating in decentralized environments, (c) generating data and managing information, and (d) releasing control by encouraging exploration. Guided by social constructivist paradigms and twenty-first century teaching attributes, this study suggests a pedagogical framework for fostering meaningful usage of advanced technologies in science teacher education courses.
KeywordsTwenty-first century competencies Cloud applications Social constructivism Science teacher education Technology-integrated learning
- Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall.Google Scholar
- Barak, M. (2014). Closing the gap between attitudes and perceptions about ICT-enhanced learning among preservice STEM teachers. The Journal of Science Education and Technology, 23(1), 1–14. doi: 10.1007/s10956-013-9446-8.
- Barak, M., & Rafaeli, S. (2004). Online question-posing and peer-assessment as means for Web-based knowledge sharing. International Journal of Human-Computer Studies, 61(1), 84–103.Google Scholar
- Barak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among in-service science education teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459–474. doi: 10.1007/s10972-009-9141-z.
- Barak, M., Lipson, A., & Lerman, S. (2006). Wireless laptops as means for promoting active learning in large lecture halls. Journal of Research on Technology in Education, 38(3), 245–264. doi: 10.1080/15391523.2006.10782459.
- Barak, M., Ben-Chaim, D., & Zoller, U. (2007). Purposely teaching for the promotion of higher-order thinking skills: a case of critical thinking. Research in Science Education, 37(4), 353–369. doi: 10.1007/s11165-006-9029-2.
- Barak, M., & Hussein- Farraj, R. (2013). Integrating modelbased learning and animations for enhancing students’ understanding of proteins’ structure and function. Research in Science Education, 43(2), 619–636. doi: 10.1007/s11165-012-9280-7.
- Berenfeld, B., & Yazijian, H. (2010). Global Lab: harnessing the cloud and social networking for K-12 science learning since 1991. In D. Gibson & B. Dodge (Eds.), In: Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 3544–3547). Chesapeake, VA: AACE.Google Scholar
- Chao, L. (Ed.). (2012). Cloud computing for teaching and learning: strategies for design and implementation. Hershey: IGI Global.Google Scholar
- Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks: Sage.Google Scholar
- Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: an introduction (7th ed.). Boston: Allyn-Bacon.Google Scholar
- Griffin, P., McGaw, B., & Care, E. (Eds.). (2012). Assessment and teaching of 21st century skills. Dordrecht: Springer.Google Scholar
- Hsieh H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288.Google Scholar
- Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential learning theory: previous research and new directions. Perspectives on Thinking, Learning, and Cognitive Styles, 1, 227–247.Google Scholar
- Lemke, J. L. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296–316.Google Scholar
- Mell, P., Grance, T. (2011). The NIST definition of cloud computing, National Institutes of Technology. US Department of Commerce, Special Publication 800-145, March 2013, available at http://csrc.nist.gov/publications/nistpubs/800-145/SP800-145.pdf
- Mishra, P., & Kereluik, K. (2011). What 21st century learning? A review and a synthesis. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3301–3312). Chesapeake: Association for the Advancement of Computing in Education (AACE).Google Scholar
- National Research Council [NRC]. (2012a). Education for life and work: developing transferable knowledge and skills in the 21st century. Washington: National Academies.Google Scholar
- National Research Council [NRC]. (2012b). A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Committee on a conceptual framework for new k-12 science education standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington: National Academies.Google Scholar
- NGSS Lead States (2013). Next generation science standards: for states, by states. Washington: National Academies.Google Scholar
- OECD. (2013). Trends shaping education 2013. Paris: OECD . doi: 10.1787/trends_edu-2013-en.
- Piaget, J. (1985). The equilibration of cognitive structures: the central problem of intellectual development (T. Brown & K. L. Thampy, Trans.). Chicago: University of Chicago.Google Scholar
- Rogoff, B. (1998). Cognition as a collaborative process. In D. Kuhn & R. S. Siegler (Eds.), Handbook of child psychology (5th ed., Vol. 2, pp. 679–744). New York: Wiley.Google Scholar
- Romeo, G., Lloyd, M., & Downes, T. (2012). Teaching Teachers for the Future (TTF): building the ICT in education capacity of the next generation of teachers in Australia. Australian Journal of Educational Technology, 28(6), 949–964.Google Scholar
- Rowe, P. G. (1987). Design thinking. Cambridge, MA: MIT.Google Scholar
- Segers, M., Dochy, F., & Cascallar, E. (Eds.) (2003). Optimising new modes of assessment: in search of qualities and standards. Dordrecht: Kluwer.Google Scholar
- Steffe, L., & Gale, J. (Eds.). (1995). Constructivism in education. New Jersey: Lawrence Erlbaum.Google Scholar
- Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University.Google Scholar
- Wertsch, J. (1991). Voices of the mind: a sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.Google Scholar