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Science and Computer-Based Technologies: Attitudes of Secondary Science Teachers
ARTICLE

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Research in Science & Technological Education Volume 21, Number 2, ISSN 0263-5143

Abstract

As is the case with most developed countries, pressures from various sectors of society have seen computers make a big presence in Australian education systems in the last decade. In the state of Victoria, integrating learning technology (LT) into all key learning areas of every school's curriculum has been a priority policy of governments. Over the last 8-10 years, large amounts of money have been provided to set schools up with computers and associated technologies. In the area of science, a range of LT resources is available for use in the teaching and learning processes in the classroom. However, there has been limited evaluation into teachers' attitudes towards, and types of, methodology and effectiveness of usage of computer-based technologies in knowledge construction. Using both quantitative and qualitative methods, a study aimed at identifying science teachers' opinions and practices with the use of computer-based technologies in their teaching has been carried out in Victorian government schools. The focus of this paper is on the attitudes of these science teachers towards the use of computer-based technologies in their teaching. The study showed that most teachers have embraced the introduction of these technologies into the school structure well and are generally positive about their potential in the classroom. However, their use in the classrooms is infrequent and often on an "ad hoc" basis. A range of obstacles preventing the use of these technologies are identified and discussed in this paper. (Contains 5 tables.)

Citation

Ng, W. & Gunstone, R. (2003). Science and Computer-Based Technologies: Attitudes of Secondary Science Teachers. Research in Science & Technological Education, 21(2), 243-264. Retrieved June 19, 2021 from .

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