The Role of ICT in Teaching Science Education in Schools

Abdullahi, Hannatu

doi:10.5901/jesr.2013.v3n9p127

Cited by 5 publications

(4 citation statements)

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“…Pérez‐Sanagustín et al () suggested that ICT could improve students' science learning based on their review of the ICT literature. Relatedly, other researchers have reported that the science learning of students investigated in their studies was greatly enhanced by the use of ICT, which resulted in a better understanding of science overall (Abdullahi, ; Webb, , ). However, even though these studies were quite positive about the value of using ICT in science teaching and learning, it remains unclear whether specific ICT‐related aspects of students' learning are associated with their scientific literacy performance.…”

Section: Introductionmentioning

confidence: 86%

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

2019

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The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer‐based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self‐efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher‐directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry‐based science teaching and learning practice, and science self‐efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high‐ versus low‐performing were epistemic beliefs about science, learning time, self‐efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non‐resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy.

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Section: Introductionmentioning

confidence: 86%

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

2019

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“…This generation witnessed the emergence of Google search engine, in 1998, and the foundation of Wikipedia, in 2001 (Koenigsberger, 2014). In addition, personal computers, office software, internet browsers, multimedia players, electronic encyclopedias and digital storage systems were massively implemented (Abdullahi, 2014).…”

Section: Rq3: At What Point and Through What Processes Did Informatio...mentioning

confidence: 99%

From flexibility to adaptive learning: a pre-COVID-19 perspective on distance education in Latin America

Miralrio,

Muñoz-Villota,

Camacho-Zuñiga

2024

Front. Comput. Sci.

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At the time of this writing, emerging Generative Artificial Intelligence (GenAI) technologies, such as ChatGPT, Bard, and DALL-E, are shaping education. Despite their great potential for enhancing education, the discussion on the risks for the Society is an ongoing debate. Remote or distance education (DE) in developed countries has evolved in parallel to the permeation of Information and Communication Technologies (ICT). In Latin America (LATAM), a deep understanding of this interrelated evolution will encourage an efficient implementation of innovative policies, pedagogies, and technologies, including GenAI. This paper presents the historical development of DE in LATAM, drawing connections with milestones along the evolution of ICT in the region. This evolution is described across five generations: Correspondence, Audiovisual, ICTs-based, Web-based, and Interactive. Each generation offered incremental benefits to students, from flexibility and well-designed instructional materials to adaptive, interactive, and cost-effective education. This research encompassed a comprehensive search on Scopus, Web of Science, Google Scholar, ScienceDirect, Latindex, Dialnet, Redalyc, and SciELO with an historical approach. It yielded 97 peer-reviewed articles, books, and reports from recognized international organizations, published in Spanish or English and covering a period spanning from the end of the 19th century to the onset of COVID-19 lockdown. The analysis confirms the critical role of Higher Education Institutions (HEIs) in LATAM in supporting ICT integration, demonstrating a synergistic interplay with DE. Notwithstanding, the region’s social inequality and digital divide have delayed the full deployment of DE’s advantages, in comparison to USA and Europe. The paper exposes different scenarios and tech-educational requirements of DE, showcasing Mexico, Brazil, and Colombia, as well as other countries with smaller populations. Notably, by 2019, Tecnologico de Monterrey in Mexico, and Universidade de São Paulo and Universidade Federal da Paraíba in Brazil have pioneered the implementation of the Fifth Generation of DE in the region. The findings of this research highlight the value of DE as a cost-effective solution to traditional education, addressing social barriers and broadening educational access in LATAM, especially during emergencies. This research poses significant implications that can equip digital technology providers, HEIs, governments, and policymakers as they navigate the ongoing educational challenges.

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“…According to Chai et al [20], analyzing students' perceptions of learning with technology can contribute to enhancing educational programs. Abdullahi [21] posits that if educators receive sufficient training and are provided with more opportunities to engage with technology, their attitudes toward its incorporation in the classroom may evolve. Schuck and Kearney [22] discovered that students' attitudes toward Interactive White Boards (IWBs) tend to be more positive.…”

Section: Literature Reviewmentioning

confidence: 99%

Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery

Alzubi

2024

IJIET

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Artificial Intelligence-mediated (or AI-mediated) technology has significantly enhanced teaching and learning environments, particularly in developing students’ paraphrasing skills. However, research on students’ and teachers’ perceptions of AI tools in academic writing is limited. As a result, this study aims to identify English as a Foreign Language (EFL) students’ and teachers’ perceptions of using QuillBot to learn paraphrasing skills. It also examines whether students’ gender and level of study, as well as teachers’ qualifications and experience, affect their responses. The study employed a descriptive survey method along with a convenience sampling method to select a study sample of 115 students and 44 teachers. Additionally, a semi-structured interview was conducted with a purposive sample of 13 students to explore their views on utilizing QuillBot. The findings revealed that (i) students and teachers perceived that QuillBot can greatly enhance paraphrasing skills; (ii) students’ gender and level of study did not affect their answers as well as teachers’ qualifications and years of experience; (iii) the participants’ role (whether student or teacher) did not impact their responses; and (iv) students had a high perception of using QuillBot. The researchers recommend QuillBot as a learning tool for mastering paraphrasing skills.

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The Role of ICT in Teaching Science Education in Schools

Cited by 5 publications

References 1 publication

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

Reflections on and implications of the Programme for International Student Assessment 2015 (PISA 2015) performance of students in Taiwan: The role of epistemic beliefs about science in scientific literacy

From flexibility to adaptive learning: a pre-COVID-19 perspective on distance education in Latin America

Paraphrasing Prowess: Unveiling the Insights of EFL Students and Teachers on QuillBot Mastery

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