Conceptions of science teachers about the use of ICT in teaching practice

Rodrigues, Maria Inês Ribas; Santos, Ludmylla Ribeiro dos

doi:10.34024/prometeica.2019.19.9460

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…One major finding is the shared emphasis on improving teaching methodologies and pedagogical approaches to science education across all BRICS countries. As noted by Akuma and Callaghan (2019), Ramnarain and Rudzirai (2020), and Ribas Rodrigues and Santos (2019), there is significant interest in enhancing instructional techniques, with a focus on collaborative, hands-on, inquiry-based, and technologyintegrated learning. This aligns with literature highlighting the need to move away from traditional didactic teaching models towards more interactive, student-centered pedagogies in science education globally (Prinsloo, 2016;Tytler, 2020).…”

Section: Discussionmentioning

confidence: 99%

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

Masalimova,

Zheltukhina,

Sergeeva

et al. 2024

EURASIA J Math Sci Tech Ed

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As major emerging economies, BRICS nations (Brazil, Russia, India, China, and South Africa) are prioritizing advancements in science education to drive innovation and sustainable development. This systematic review synthesizes insights across 55 studies on policies, practices, challenges, and innovations in science teaching and learning in BRICS countries. The analysis reveals shared goals of enhancing inquiry-based, technology-integrated, hands-on pedagogies and improving teacher competencies. However, systemic constraints like large classes, limited resources, assessment pressures and lack of local contextualization persist, exacerbated by cultural barriers in countries like South Africa. Variations also emerge in research foci, with Brazil emphasizing content knowledge, China evaluating interventions, India highlighting teacher-student roles and South Africa targeting systemic challenges. While common reform directions are evident, tailored interventions responding to each nation’s unique developmental context are essential, given differing priorities. Developing context-specific solutions while collaborating to exchange best practices can enable BRICS countries to collectively strengthen science education. Cross-national comparisons reveal gaps in areas like cultural responsiveness, indigenous knowledge, and comparative outcome analyses that can be addressed in future research. As BRICS nations cooperate strategically amid shifting global paradigms, transforming science education by addressing systemic inequities and nurturing critical thinking is vital for developing talent and technological capabilities. Sustained improvements require reorienting assessment-driven structures towards creativity, curiosity and local relevance while considering cultural perspectives.

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Section: Discussionmentioning

confidence: 99%

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

Masalimova,

Zheltukhina,

Sergeeva

et al. 2024

EURASIA J Math Sci Tech Ed

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Training of future primary school teacher for use digital educational resources in their professional activities

Хижняк¹,

Vlasenko²,

Вікторенко³

et al. 2021

Educ. Technol. Q.

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The article reveals the relevance of training future specialists in primary education to use digital educational resources in professional activities. After analysing the scientific works on this problem, the authors identified similar approaches to its solution in different countries and mostly low and medium levels of the pre-service primary school teachers’ readiness to use digital educational resources in their professional activities. Based on the results of empirical research on the state of development of operational and activity and projective components of the readiness of prospective bachelors and masters of Primary Education to use digital educational resources in professional activities and the dynamics of this personal phenomenon under traditional conditions of higher education, the research methodology consisted in the gradual implementing the quasi-professional technology, the method of expert evaluation, and the further distribution of the respondents according to the levels of development of the readiness components: intuitive and receptive, reproductive, productive, and research and creative. The results of the study were subjected to the quantitative and qualitative analysis, as a result of which the authors concluded that within the current system of professional training of future primary school teachers the level of development of operational and activity and projective components of their readiness to use digital educational resources is insufficient. In addition, the authors found that among the methods and techniques of working with presentation slides, the reproductive patterns predominate: information method, structural and graphical techniques of information processing; respondents are not sufficiently oriented in the types of slides, as well as in software environments for designing the presentations. Prospective bachelors and masters are limited to the use of graphic and textual information in presentations; future specialists in primary education mainly use animation and creolisation of the text for their e-learning tools, and there are almost no infographics, interactive posters, educational comics, tasks on online learning platforms, etc.

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Conceptions of science teachers about the use of ICT in teaching practice

Cited by 2 publications

References 7 publications

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

Science teaching in BRICS: A systematic review of pedagogical approaches and challenges

Training of future primary school teacher for use digital educational resources in their professional activities

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