Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania |
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| Authors: | Joke Voogt Frank Tilya Jan van den Akker |
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| Institution: | (1) University of Twente, Enschede, The Netherlands;(2) University of Dar es Salaam, Dar es Salaam, Tanzania |
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| Abstract: | Science teachers from secondary schools in Tanzania were offered an in-service arrangement to prepare them for the integration
of technology in a student-centered approach to science teaching. The in-service arrangement consisted of workshops in which
educative curriculum materials were used to prepare teachers for student-centered education and for the use and application
of Microcomputer Based Laboratories (MBL)—a specific technology application for facilitating experiments in science education.
Quantitative and qualitative data were collected to study whether the in-service arrangement impacted teacher learning. Teacher
learning was determined by three indicators: (1) the ability to conduct MBL-supported student centered science lessons, (2)
teachers’ reflection on those lessons and (3) students’ perceptions of the classroom environment. The results of the research
indicate that the teachers’ were able to integrate MBL in their science lessons at an acceptable level and that they were
able to create a classroom environment which was appreciated by their students as more investigative and open-ended. |
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