Advertisement

Journal of Science Teacher Education

, Volume 25, Issue 4, pp 373–393 | Cite as

Learning How to Teach Chemistry with Technology: Pre-Service Teachers’ Experiences with Integrating Technology into Their Learning and Teaching

  • Gail ChittleboroughEmail author
Article

Abstract

The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

Keywords

Chemistry Technology Pedagogy Pre-service teacher TPACK 

References

  1. Abbitt, J. (2011). Measuring technological pedagogical content knowledge in preservice teacher education: A review of current methods and instruments. Journal of Research on Technology in Education, 43(4), 281–300. Accessed 5 January 2014, from, http://www.iste.org/Store/Product?ID=2136).
  2. Geddis, A. N., & Wood, E. (1997). Transforming subject matter and managing dilemmas: A case study in teacher education. Teaching and Teacher Education, 13(6), 611–626.CrossRefGoogle Scholar
  3. Hall, G. E., & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon.Google Scholar
  4. Hubbard, J. D., & Price, G. (2013). Cross-culture and technology integration: Examining the impact of a TPACK-focused collaborative project on pre-service teachers and teacher education faculty. Journal of the Research Center for Educational Technology, 9(1), 131–155. Retrieved from http://rcetj.org/index.php/rcetj/article/viewArticle/187, accessed June 6, 2013.
  5. Jang, S.-J., & Chen, K.-C. (2010). From PCK to TPACK: Developing a transformative model for pre-service science teachers. Journal of Science Education and Technology, 19, 553–564.CrossRefGoogle Scholar
  6. Johnstone, A. H. (1982). Macro- and micro- chemistry. School Science Review, 64, 377–379.Google Scholar
  7. Johnstone, A. H. (2006). Chemical education research in glasgow in perspective. Chemistry Education Research and Practice, 7(2), 49–63.CrossRefGoogle Scholar
  8. Maeng, J. L., Mulvey, B. K., Smetana, L. K., & Bell, R. L. (2013). Pre-service teachers’ TPACK: Using technology to support inquiry instruction. Journal of Science Education and Technology, 22, 838–857.CrossRefGoogle Scholar
  9. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature sources and development of pedagogical content knowledge for science teaching, in J. Gess·Newsome and N. G. Lederman (Eds.) PCK and Science Education. 95·132. Kluwer Academic Publishers. Printed in the Netherlands.Google Scholar
  10. Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.CrossRefGoogle Scholar
  11. Paiva, J. C. M., Gil, V. M. S., & Correia, F. A. (2003). Le chat: Simulations in chemical equilibrium. Journal of Chemical Education, 80(1), 111.CrossRefGoogle Scholar
  12. Prensky, M. (2001). Digital natives, digital immigrants. On the horizon, 9(5), 1–5.CrossRefGoogle Scholar
  13. Rollnick, M., Bennett, J., Rhemtula, M., Dharsey, N., & Ndlovu, T. (2008). The place of subject matter knowledge in pedagogical content knowledge: A case study of South African teachers teaching the amount of substance and chemical equilibrium. International Journal of Science Education, 30(10), 1365–1387.CrossRefGoogle Scholar
  14. Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2), 123–149.CrossRefGoogle Scholar
  15. Shulman, L. S. (1986a). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.CrossRefGoogle Scholar
  16. Shulman, L. S. (1986b). Paradigms and research programs in the study of teaching: A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3–36). New York: Macmillan.Google Scholar
  17. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.Google Scholar
  18. Treagust, D. F., Chittleborough, G., & Mamiala , T. L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353–1368.Google Scholar
  19. Van Driel, J. H., & Berry, A. (2012). Teacher professional development focusing on pedagogical content knowledge. Educational Researcher, 41(1), 26–28.CrossRefGoogle Scholar
  20. Van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695.CrossRefGoogle Scholar
  21. Williams, M. K., Foulger, T. S., & Wetzel, K. (2009). Preparing preservice teachers for 21st century classrooms: Transforming attitudes and behaviors about innovative technology. Journal of Technology and Teacher Education, 17(3), 393–418.Google Scholar
  22. Woodfield, B. F., Catlin, H. R., Waddoups, G. L., Moore, M. S., Swan, R., Allen, R., et al. (2004). The virtual lab: A realistic and sophisticated simulation of inorganic qualitative analysis. Journal of Chemical Education, 81(11), 1672–1678.CrossRefGoogle Scholar

Copyright information

© The Association for Science Teacher Education, USA 2014

Authors and Affiliations

  1. 1.Faculty of Arts and EducationDeakin UniversityBurwoodAustralia

Personalised recommendations