Skip to main content

Advertisement

SpringerLink
Log in

Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism

  • Published:
Research in Science Education Aims and scope Submit manuscript

Abstract

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Atwater, M. M. (1996). Social constructivism: infusion into the multicultural science education research agenda. Journal of Research in Science Teaching, 33(8), 821–837.

    Article  Google Scholar 

  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs: Prentice-Hall.

    Google Scholar 

  • Bandura, A. (2001). Social cognitive theory: an agentive perspective. Annual Review of Psychology, 52, 1–26.

    Article  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.

  • 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.

  • Bell, R. L., Maeng, J. L., & Binns, I. C. (2013). Learning in context: technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348–379.

    Article  Google Scholar 

  • Ben-Zvi Assaraf, O. (2011). Learning from failure: a case study of where an extracurricular science program went wrong. Journal of Science Education and Technology, 20, 592–607. doi:10.1007/s10956-011-9327-y.

    Article  Google Scholar 

  • 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 

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–71.

    Article  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.

  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259–1269.

    Article  Google Scholar 

  • Johnson, C. C. (2006). Effective professional development and change in practice: barriers science teachers encounter and implications for reform. School Science and Mathematics, 106, 150–161. doi:10.1111/j1949-85942006tb18172x.

    Article  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.

  • 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.

  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523. doi:10.1016/j.tate.2005.03.006.

    Article  Google Scholar 

  • OECD. (2013). Trends shaping education 2013. Paris: OECD . doi:10.1787/trends_edu-2013-en.

  • Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375.

    Article  Google Scholar 

  • Palmer, D. (2005). A motivational view of constructivist-informed teaching. International Journal of Science Education, 27(15), 1853–1881.

    Article  Google Scholar 

  • Piaget, J. (1985). The equilibration of cognitive structures: the central problem of intellectual development (T. Brown & K. L. Thampy, Trans.). Chicago: University of Chicago.

  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: transforming teacher education with preparing tomorrow’s teachers to teach with technology. Teaching and Teacher Education, 26, 863–870.

    Article  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.

  • 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.

  • Segers, M., Dochy, F., & Cascallar, E. (Eds.) (2003). Optimising new modes of assessment: in search of qualities and standards. Dordrecht: Kluwer.

  • Steffe, L., & Gale, J. (Eds.). (1995). Constructivism in education. New Jersey: Lawrence Erlbaum.

  • Taylor, J., & Cox, B. D. (1997). Microgenetic analysis of group-based solution of complex two-step mathematical word problems by fourth graders. Journal of the Learning Sciences, 6, 183–226.

    Article  Google Scholar 

  • Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237–246. doi:10.1177/1098214005283748.

    Article  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.

Download references

Author information

Authors and Affiliations

  1. The Department of Education in Science and Technology, Technion-Israel Institute of Technology, Haifa, 320003, Israel

    Miri Barak

Authors
  1. Miri Barak
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Miri Barak.

Appendix A. A Survey on teacher education in the twenty-first century

Appendix A. A Survey on teacher education in the twenty-first century

Question 1: How often do you use the following technologies in your courses?

Scale: Always (5), Very Often (4), Sometimes (3), Rarely (2), Never (1)

  1. 1.

    Learning management system—for uploading the learning materials

  2. 2.

    Online asynchronous forums—for online group discussions

  3. 3.

    Online synchronous meetings—for real-time exchange of ideas

  4. 4.

    Online simulations—for introducing real-world situations

  5. 5.

    Wiki, blog—for generating and co-editing contents

  6. 6.

    Social networks—for sharing information and receiving feedback

  7. 7.

    Google drive—for online simultaneous collaborative learning

  8. 8.

    YouTube and video apps—for viewing and sharing educational videos

Question 2: How often do you expect student teachers to use the following technologies?

Scale: Always (5), Very Often (4), Sometimes (3), Rarely (2), Never (1)

  1. 1.

    Learning management system—for uploading the learning materials

  2. 2.

    Online asynchronous forums—for online group discussions

  3. 3.

    Online synchronous meetings—for real-time exchange of ideas

  4. 4.

    Online simulations—for introducing real-world situations

  5. 5.

    Wiki, blog—for generating and co-editing contents

  6. 6.

    Social networks—for sharing information and receiving feedback

  7. 7.

    Google drive—for online simultaneous collaborative learning

  8. 8.

    YouTube and video apps—for viewing and sharing educational videos

Question 3: How strongly do you agree or disagree with each of the following statements about the use of advanced educational technologies?

Scale: Strongly agree (5), Agree (4), Undecided (3), Disagree (2), Strongly disagree (1)

  1. 1.

    It improves the quality of my teaching

  2. 2.

    It improves the quality of my students’ learning

  3. 3.

    It corresponds with my teaching philosophy

  4. 4.

    It enhances my communication with students

  5. 5.

    It enhances communication among students

  6. 6.

    It doesn’t fit the discipline that I am teaching

  7. 7.

    I have sufficient pedagogical knowledge to efficiently integrate ICT in my course

  8. 8.

    I have the required technical knowledge to efficiently integrate ICT in my course

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Barak, M. Science Teacher Education in the Twenty-First Century: a Pedagogical Framework for Technology-Integrated Social Constructivism. Res Sci Educ 47, 283–303 (2017). https://doi.org/10.1007/s11165-015-9501-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11165-015-9501-y

Keywords

Search

Navigation