The Science Teacher Identity and the Use of Technology in the Classroom

Badia, Antonio; Iglesias, Sílvia

doi:10.1007/s10956-019-09784-w

Cited by 30 publications

(22 citation statements)

References 35 publications

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“…However, there is also no guarantee that the potential benefits will be realised. Research on the use of technology more generally (in science education) has established that beneficial or successful integration depends on a variety of complex factors [24,25]. However, most of this kind of research primarily focuses on the use of technology by the instructor, so what we know about student-created products is even more limited.…”

Section: Introductionmentioning

confidence: 99%

Characterising Communication of Scientific Concepts in Student-Generated Digital Products

Georgiou

2020

Education Sciences

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New assessment types that include multimodal and digital elements are increasingly being used to assess university students’ ‘soft skills’ such as communication, as well as their science content knowledge. However, very little is known about how or how well such products assess communicative elements, particularly when these elements are so intricately linked with disciplinary knowledge. This paper presents a novel way of looking at these new digital assessments in science. Using semantic density, a concept from the framework of Legitimation Code Theory (LCT) that conceptualises complexity, we consider how to characterise learners’ communication of complex science in the digital products. Results show that successful products ‘negotiate’ complexity in distinct ways and that language and image work together in the products to build meaning. This approach is a ‘first step’ in characterising discipline-based communication skills through the development of a preliminary conceptual framework that will inform pedagogies and assessment practices surrounding student-generated digital products, in an effort to improve outcomes for science students.

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Section: Introductionmentioning

confidence: 99%

Characterising Communication of Scientific Concepts in Student-Generated Digital Products

Georgiou

2020

Education Sciences

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“…A literature review centered on science teacher identity reveals characteristics that can build greater understanding of the particularities of teacher identity as a whole. Some research addresses the disciplinary characteristics of science and science teaching (Badia & Iglesias, 2019;Avraamidou, 2016), while other studies consider community aspects. In this sense, Badia and Iglesias (2019) highlight that teacher identity is composed of experiences with science when teachers were in school and their adoption of the concept of effective science teaching.…”

Section: Science Teacher Identitymentioning

confidence: 99%

“…Some research addresses the disciplinary characteristics of science and science teaching (Badia & Iglesias, 2019;Avraamidou, 2016), while other studies consider community aspects. In this sense, Badia and Iglesias (2019) highlight that teacher identity is composed of experiences with science when teachers were in school and their adoption of the concept of effective science teaching. Likewise, Avraamidou (2016) describes three types of teacher identities, including those centered on the conception of what it means to be a teacher, feelings regarding the scientific discipline, and specific ways of teaching science.…”

Section: Science Teacher Identitymentioning

confidence: 99%

Teachers’ science camp experiences in southern Chile: Strengthening teacher identity and continuing education

Silva

Parra

Reyes-Arriagada

et al. 2021

LUMAT

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Science camps for teachers have been held in Chile for several years and are recognized as important opportunities for continuing education, but they have been largely ignored as instances for impactful reflection on teacher self-assessment and identity. This article presents the analysis of teacher experiences at a science camp held in southern Chile called “Explora Va!”, which was designed not just as an instance for continuing education for teachers in scientific contents but also for individual and collaborative reflection aimed at strengthening educators’ skills as agents of change in their institutions. The question of this study was: how do the participants represent their teacher identities based on their experiences at the “Explora Va!” Camp? Using a qualitative approach, the results of the analysis of narratives from teachers’ camp journals are reported here. The narratives from these journals provide an account of two dimensions, personal and contextual, where the importance of the teaching profession and science teaching were explored beyond conventional disciplinary limits. Collaboration, innovation, and personal and professional growth at the camp served to signify and resignify professional identities based on common elements but attending to the particular circumstances and unique backgrounds of each teacher.

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“…Por otro lado, existen evidencias de que la tecnología actúa como una herramienta cognitiva, es decir, como un conjunto de artefactos que aumentan o mejoran las capacidades cognitivas del alumnado en actividades como pensar, aprender o resolver problemas (Herrington y Parker, 2013;Jonassen y Reeves 1996), en especial, en relación con algunas funciones ejecutivas como los procesos de memoria (Linden et al, 2016). Para aprovechar el potencial de la tecnología en los procesos de aprendizaje musical, son necesarias una actitud proactiva del profesorado, una detección previa de las necesidades del alumnado y disponer de medios, infraestructuras y metodologías adecuadas (Badia e Iglesias, 2019;Murillo i Ribes et al, 2019). Esta sería la segunda razón para analizar las estrategias metodológicas docentes en actividades donde se encuentran creatividad y tecnología.…”

Section: Introductionunclassified

Educación musical, creatividad y tecnología: Un estudio exploratorio sobre estrategias docentes y actividades creativas con software ex novo

Galán

Giménez

2022

Rev. Electr. Educare

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Objetivo. Analizar las estrategias y las actividades creativas que el profesorado de música realiza en sus aulas mediante un software construido por las personas investigadoras que facilita la creación sonora colaborativa en contextos docentes. Método. El trabajo se ha realizado mediante un enfoque exploratorio-descriptivo a través de una experiencia didáctica desarrollada durante 12 semanas en aula y después se encuestó a 27 docentes de educación primaria y secundaria. La encuesta recogió información sobre actividades de aula realizadas, procesos creativos llevados a cabo, estrategias docentes adoptadas, recursos de aula y uso del software en las actividades. Resultados. Los resultados muestran: 1) un estilo directivo del profesorado; 2) unas actividades creativas que estuvieron limitadas en su mayoría a sonorización de imágenes y relatos; 3) una dedicación horaria en clase media-baja; 4) percepciones positivas sobre el trabajo cooperativo y la creatividad del alumnado; 5) una valoración positiva del software 6) un gran número de problemas de comprensión del software. Conclusiones. Se sugiere la necesidad de una mayor implicación del profesorado en los procesos creativos de composición, así como una mayor y mejor formación tecnológica de este.

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The Science Teacher Identity and the Use of Technology in the Classroom

Cited by 30 publications

References 35 publications

Characterising Communication of Scientific Concepts in Student-Generated Digital Products

Characterising Communication of Scientific Concepts in Student-Generated Digital Products

Teachers’ science camp experiences in southern Chile: Strengthening teacher identity and continuing education

Educación musical, creatividad y tecnología: Un estudio exploratorio sobre estrategias docentes y actividades creativas con software ex novo

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