Abstract
The aim of the study was to investigate the effects of blog-based learning (BBL) on pre-service science teachers’ Internet self-efficacy and understanding of atmosphere-related environmental problems (AREPs). The working group of the study consisted of 89 pre-service science teachers. The participants were divided into groups, and each group was asked to perform the following activities in sequence: (1) accessing scientific documents (e.g. articles, books) and reading them individually, (2) coming together in groups to discuss the scientific knowledge extracted by each group member and preparing a presentation about the issue discussed, (3) sharing findings and engaging groups in a discussion of issues, and (4) developing a blog using the knowledge from the discussions within and between groups. In this study, single-group pretest-posttest experimental design was used. To collect data, the Internet Self-efficacy Scale (ISS), the Atmosphere-related Environmental Problems Diagnostic Test (AREPDiT), and the Opinion Questionnaire about Blogging (OQaB) were used. The results revealed that the subjects’ ISS and AREPDiT post-test mean scores were significantly higher than their pre-test mean scores and that their misconceptions about AREPs were substantially eliminated by the intervention. The subjects’ responses to the blog use were generally positive.
Résumé
L’objectif de cette étude consistait à évaluer les effets de l’apprentissage fondé sur les blogues (AFB) sur l’auto-efficacité en matière d’internet des enseignants en science et leur compréhension des problèmes environnementaux liés à l’atmosphère (PELA), avant leur entrée en fonction. Le groupe de travail était formé de 89 enseignants en science avant leur emploi. Les participants furent divisés en groupes et on a demandé à chacun d’eux d’effectuer de façon consécutive les tâches suivantes : (1) accéder à des documents scientifiques (p. ex. des articles, des livres) et les lire individuellement (2) se regrouper pour débattre des connaissances scientifiques retenues par chaque membre et préparer une présentation sur la question traitée (3) partager leurs constations et susciter la discussion sur les enjeux abordés avec d’autres groupes (4) lancer un blogue reposant sur les connaissances établies lors des discussions intra et intergroupes. Dans cette étude, un protocole expérimental avec évaluation avant et après le test sur un seul groupe témoin fut utilisé. L’échelle d’auto-efficacité en matière d’internet (ÉAI), le test diagnostique des problèmes environnementaux liés à l’atmosphère (TDiPELA) ainsi que le questionnaire d’opinion sur les blogues (QOsB) ont servi pour recueillir les données. Les résultats moyens des participants après le test dans l’ÉAI et le TDiPELA se sont avérés sensiblement supérieurs à ceux obtenus avant le test et les préjugés qu’avaient les participants sur les PELA furent dans l’ensemble éliminés dans l’expérimentation. Les réponses fournies par les participants concernant l’usage des blogues ont été généralement positives.
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Kahraman, S. The Effects of Blog-Based Learning on Pre-service Science Teachers’ Internet Self-efficacy and Understanding of Atmosphere-Related Environmental Issues. Can. J. Sci. Math. Techn. Educ. 21, 186–206 (2021). https://doi.org/10.1007/s42330-021-00137-7
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DOI: https://doi.org/10.1007/s42330-021-00137-7