Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education

Moritz Krause; Verena Pietzner; Yehudit Judy Dori; Ingo Eilks

doi:10.12973/eurasia.2017.00935a

Full Text (PDF)

Moritz Krause ¹ ^* , Verena Pietzner ² ^* , Yehudit Judy Dori ³ ^* , Ingo Eilks ¹ ^*

More Detail

¹ University of Bremen, Bremen, GERMANY² University Oldenburg, GERMANY³ Faculty of Education in Science and Technology, Technion, ISRAEL^* Corresponding Author

In Press, Uncorrected Proof

Abstract

ICT belongs to modern life and is playing a growing role in education. For effective implementation of ICT in the classroom, teachers need to develop both positive attitudes and self-efficacy towards using these tools in educational settings. However, information measuring how positive such attitudes towards and how developed teachers’ self-efficacy on the use of ICT in education are remains scarce. This study examines the development of prospective chemistry teachers' ICT-related attitudes and their corresponding self-efficacy. It focuses on secondary level chemistry pre-service teachers’ attitudes and self-efficacy concerning the use of ICT in education in general, and in chemistry teaching in particular. Data was collected from pre-service teachers (n = 239) at different stages of their teacher education programs. The study describes the progression of domain-specific self-efficacy. It also investigates gender differences and highlights the influence of seminars on the use of ICT in science education.

Keywords

teacher education
chemistry education
ICT
attitudes
self-efficacy

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2017, Volume 13, Issue 8, 4405-4417

https://doi.org/10.12973/eurasia.2017.00935a

Publication date: 04 Jul 2017

Article Views: 4957

Article Downloads: 2309

Open Access References How to cite this article

References

Akkoyunlu, B., & Orhan, F. (2003). Relation between the computer usage self-efficacy belief and its demographic aspects of the students. The Turkish Online Journal of Educational Technology (TOJET), 2(3), 86-93.
Albion, P. (2001). Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology & Teacher Education, 9, 321-348.
Anderson R., & Helms J. V. (2001). The ideal of standards and the reality of schools: needed research. Journal of Research in Science Teaching, 38, 3–16.
Arnold, S. R., Padilla, M. J., & Tunhikorn, B. (2009). The development of pre-service science teachers’ professional knowledge in utilizing ICT to support professional lives. Eurasia Journal of Mathematics, Science & Technology Education, 5, 91-101.
Avargil, S., Herscovitz, O., Dori, Y. J. (2012). Teaching thinking skills in context-based learning: Teachers’ challenges and assessment knowledge. Journal of Science Education and Technology, 21, 207-225.
Avramiotis, S., & Tsaparlis, G. (2013). Using computer simulations in chemistry problem solving. Chemistry Education Research and Practice, 14, 297-311. Doi:10.1039/C3RP20167H
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioural change. Psychological Review, 84, 191- 215.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147.
Bandura, A. (1986). Fearful expectations and avoidant actions as coeffects of perceived self-efficacy. American Psychologist, 41, 1389-1391.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychology, 28, 117-148.
Bandura A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.). Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Macmillan.
Barnea, N., & Dori, Y. J. (2000). Computerized molecular modelling – the new technology for enhancing model perception among chemistry educators and learners. Chemistry Education Research and Practice, 1, 109-120.
Baron, R. A., & Byrne, D. (1991). Social psychology: Understanding human interaction. Boston: Allyn and Bacon.
Bell, B., & Gilbert, J. K. (1996). Teacher development: A model from science education. Psychology Press.
Bingimlas, K. A. (2009). Barriers to the successful integration of ITC in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5, 235-245.
Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N, Rapa, S., & Sakhninia, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 14, 269-285.
Bradley, G., & Russell, G. (1997). Computer experience, school support and computer anxieties. Educational Psychology, 17, 267-284.
Brand, B. R., & Moore, S. J. (2011). Enhancing teachers’ application of inquiry‐based strategies using a constructivist sociocultural professional development model. International Journal of Science Education, 33, 889-913.
Burewicza, A., & Miranowicza, N. (2006). Effectiveness of multimedia laboratory instruction, Chemistry Education Research and Practice, 7, 1-12.
Cavas, B., Cavas, P., Karaoglan, B., & Kislar, T. (2009). A study on science teachers’ attitudes toward information and communication technologies in education. Turkish Online Journal of Educational Technology, 8, 20-32.
Chen, B., & Wei, B. (2015). Examining chemistry teachers' use of curriculum materials: in view of teachers' pedagogical content knowledge. Chemistry Education Research and Practice, 16, 260-272.
Chiu, J. L., & Linn, M. C. (2012). The role of self-monitoring in learning chemistry with dynamic visualizations. In Zohar, A., Dori, Y. J. (Eds), Metacognition in science education: Trends in current research (pp. 133-163). Dordrecht: Springer.
Cox, M. J., & Marshall, G., (2007). Effects of ICT: do we know what we should know? Education and Information Technologies, 12(2), 59-70.
Dori, Y. J., & Kaberman, Z. (2012). Assessing high school chemistry students' modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science, 40, 69-91.
Dori, Y. J., Rodrigues, S., & Schanze, S. (2013). How to promote chemistry learning through the use of ICT. In I. Eilks and A. Hofstein, (eds.). Teaching Chemistry – A studybook (pp. 213-240). Rotterdam: Sense.
Dori, Y. J., Tal, R. T., & Peled, Y. (2002). Characteristics of science teachers who incorporate web-based teaching. Research in Science Education, 32, 511-547.
Erdogan, T. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34, 483-499.
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47, 47-61.
European Commission (2003). eEurope 2002 benchmarking: European youth into the digital age. Brussels: Commission of the European Communities.
Falvo, D. (2008). Animations and simulations for teaching and learning molecular chemistry. International Journal of Technology in Teaching and Learning, 4, 68-77.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age – The IEA International Computer and Information Literacy Study International Report, Springer Open. Online available at http://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/ICILS_2013_International_Report.pdf (09.01.2014).
Francis-Pelton, L., & Pelton, T. W. (1996). Building attitudes: How a technology Course Affects preservice teachers’ attitudes about technology. Technology and Teacher Education Annual, 1996, 167-172.
Gilbert, J. K., Justi, R., Van Driel, J. H., De Jong, O., & Treagust, D. F. (2004). Securing the future for chemical education. Chemistry Education Research and Practice, 5, 5-14.
Groff, J. (2013). Technology-rich innovative learning environments. OECD – CERI Working Paper.
Haney, J. J., Czerniak, C. M., & Lumpe, A. T. (1996). Teacher beliefs and intentions regarding the implementation of science education reform strands. Journal of Research in Science Teaching, 33, 971-993.
Hattie, J. A. C., (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.
Hennessy, S., Ruthven, K. & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37, 155–192.
Hoffman, J. L., Wu, H. K., Krajcik, J. S., & Soloway, E. (2003). The nature of middle school learners’ science content understandings with the use of on-line resources. Journal of Research in Science Teaching, 40, 323–346.
Holden, H., & Rada R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43, 343-367.
Hoy, A. W. (2008). What motivates teachers? Important work on a complex question. Learning and Instruction, 18, 492-498.
Jimoyiannis, A., & Komis, V. (2007). Examining teachers' beliefs about ICT in education: implications of a teacher preparation programme. Teacher Development, 11, 149-173.
Joo, J. E. (1999). Cultural issues of the Internet in the classrooms. British Journal of Educational Technology, 30, 245–50.
Kersaint, G., Horton, B., Stohl, H., & Garofalo, J. (2003). Technology beliefs and practices of mathematics education. Journal of Technology in Education, 11, 549- 577.
Kim, B., & Reeves, T. C. (2007). Reframing research on learning with technology: in search of the meaning of cognitive tools. Instructional Science, 35, 207-256.
Krause, M., & Eilks, I. (2013). Lernen über digitale Medien in der Chemielehrerausbildung - Ein Projekt Partizipativer Aktionsforschung [Learning about digital media in chemistry teacher education – A project of participatory action research]. Chemie Konkret, 22, 173-178 (in German).
Krause, M., Kienast, S., Witteck, T., & Eilks, I. (2013). On the development and assessment of a computer-based learning and assessment environment for the transition from lower to upper secondary chemistry education. Chemistry Education Research and Practice, 14, 345-353.
Kruskal, W. H., & Wallis, W. A. (1952). Use of ranks in one-criterion variance analysis, Journal of the American Statistical Association, 47(260). 583-621.
Lee. K. (1997). Impediments to good computing practice: some gender issues. Computers in Education, 28, 251–259.
Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Educational Technology Research and Development, 55, 83–116.
McCrum-Gardner, E. (2008). Which is the correct statistical test to use?, British Journal of Oral and Maxillofacial Surgery, 46, 38–41.
Mayring, P. (2014). Qualitative Content Analysis. Theoretical foundation, basic procedures and software solution. Klagenfurt: SSOAR.
Niederhauser, D. S., & Perkmen, S. (2010). Beyond self-efficacy: Measuring pre-service Teachers’ instructional technology outcome expectations, Computers in Human Behavior, 26, 436-442.
Ogletree, S. M., & Williams, S. W. (1990). Sex and sex-typing effects on computer attitudes and aptitude. Sex Roles, 23, 703–712.
Partnership for 21st Century Skill, (2013). A Framework for 21st Century Learning. Retrieved February 21, 2014 from: http://www.p21.org/overview.
Pelgrum, W. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37, 163–178.
Pyhältö, K., Pietarinen, J., & Soini, T. (2012). Do comprehensive school teachers perceive themselves as active professional agents in school reforms?. Journal of Educational Change, 13, 95-116.
Rindfleisch, A., Malter, A. J., Ganesan, S., & Moorman, C. (2007). Cross-Sectional Versus Longitudinal Survey Research: Concepts, Findings, and Guidelines. Pennsylvania State University: ISBM Report 2-2007.
Rodrigues, S. (ed.). (2010). Multiple literacy and science education: ICTs in formal and informal learning environments. Hershey: IGI Global.
Rubie-Davies, C. M., Flint, A., & McDonald, L. G., (2012). Teacher beliefs, teacher characteristics, and school contextual factors: What are the relationships? British Journal of Educational Psychology, 82, 270–288.
Ruismäki, H., Salomaa, R. L., & Ruokonen, I., (2015). Minerva Plaza–A new technology-rich learning environment. Procedia-Social and Behavioral Sciences, 171, 968-981.
Sam, H. K., Othman, A. E. A., & Nordin, Z. S. (2005). Computer self-efficacy, computer anxiety, and attitudes toward the Internet: A study among undergraduates in Unimas, Educational Technology & Society, 8, 205–219.
Shashaani, L., & Khalili, A. (2001). Gender and computers: Similarities and differences in Iranian college students’ attitudes toward computers. Computers in Education, 37, 363–375.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
Smith, M. B. (1968). Attitude change. In W. A. Darity (ed.). International encyclopedia of the social sciences (pp. 458-467). New York: Crowell Collier and MacMillan.
Sutherland, R., Armstrong, V., Barnes, S., Brawn, R., Breeze, N., Gall, M., Matthewman, S., Olivero, F., Taylor, A., Triggs, P., Wishart, J., & John, P. (2004). Transforming teaching and learning: embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425.
Taskera, R., & Dalton, R. (2006). Research into practice: visualisation of the molecular world using animations. Chemistry Education Research and Practice, 7, 141-159.
ten Brummelhuis, A. C. A. (2001). ICT-monitor 1999–2000, lerarenopleidingen [ICT-monitor 1999-2000 Teacher education], Enschede: University of Twente.
Tezc,i E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34, 483-499.
Tondeur, J., van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart?, British Journal of Educational Technology, 38, 962-976.
Van Driel, J. H., Bulte, A. M. W., & Verloop., N. (2007). The conceptions of chemistry teachers about teaching and learning in the context of a curriculum innovation. International Journal of Science Education 27, 303-322.
Veen, W. (1993). How teachers use computers in instructional practice – Four case studies in a Dutch secondary school. Computers in Education, 21, 1-8.
Woolfolk Hoy, A., Hoy, W. K., & Davis, H. A. (2009). Teachers’ self-efficacy beliefs. In K. Wentzel &A. Wigfield (Eds.), Handbook of motivation in schools. Mahwah: Lawrence Erlbaum.

How to cite this article

APA

Krause, M., Pietzner, V., Dori, Y. J., & Eilks, I. (2017). Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 4405-4417. https://doi.org/10.12973/eurasia.2017.00935a

Vancouver

Krause M, Pietzner V, Dori YJ, Eilks I. Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education. EURASIA J Math Sci Tech Ed. 2017;13(8):4405-17. https://doi.org/10.12973/eurasia.2017.00935a

AMA

Krause M, Pietzner V, Dori YJ, Eilks I. Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education. EURASIA J Math Sci Tech Ed. 2017;13(8), 4405-4417. https://doi.org/10.12973/eurasia.2017.00935a

Chicago

Krause, Moritz, Verena Pietzner, Yehudit Judy Dori, and Ingo Eilks. "Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 8 (2017): 4405-4417. https://doi.org/10.12973/eurasia.2017.00935a

Harvard

Krause, M., Pietzner, V., Dori, Y. J., and Eilks, I. (2017). Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), pp. 4405-4417. https://doi.org/10.12973/eurasia.2017.00935a

MLA

Krause, Moritz et al. "Differences and Developments in Attitudes and Self-Efficacy of Prospective Chemistry Teachers Concerning the Use of ICT in Education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 8, 2017, pp. 4405-4417. https://doi.org/10.12973/eurasia.2017.00935a