Blearning didáctica das Ciências/Tecnologias

E-Learn 2007 Conference, Québec – Loureiro, Bettencourt, Souza e Marques

elearning in initial science teachers education

CIDTFF, DDTE, Universidade de Aveiro


Maria João Loureiro




topics

context of the studyunderlying principlesteaching methodologydata gatheringpreliminary resultsreflections




context of the study - Portugal (EU)

AveiroOporto

Coimbra




context (U. Aveiro)• created in 1973• 10 to 11.000 students• courses (grad and pos-

grad)teachers education sciences, math, …engineering health…

• member of the European Consortium of Innovative Universities




context (initial teachers education)science/technology teachers education

Phy/Chemistry, Bio/ Geology, Elec/Informatics didactic course (2004/05) - 1th sem., 4th year

4 hours/week 2T (all students – lectures) + 2TP (students divided by domain – group work)

course aimdevelopment of S/T teaching competencies

61 students, 5 teachers




context (initial teachers education)

Research domains

Alt. Conc. STS/PR Exp

work

Science/Tech Didactics

S/T and teaching S/T (context)

Teaching perspectives

Theo

retica

l

bas

es

PsychologicalEpistemic

Social




underlying principleslife-long learning - diversity learning spacesstudents construct content/knowledge

rather than consume it

social interactions is a growing part of learninglearning can occur out of sequence

although lectures or other forms of information presentation are deliberate sequentially

competencies development - higher order thinking

analysis, questioning, establishing relations…

the use of technology is natural (digital natives)




3th week = 1st of following subject

final report delivery

Bb content area

tasks organization

Bb forum (T)

presentations

bibliography

work guidelines

Bb content area

Bb forum - TP

1st week

structure presentation

and discussion

classroom

2th week

group work presentation (ppt)

and discussion

classroom

Bb forum - TP




Bb e-Mail (private, formal)

WWWBb cont. areas

(“public”, formal)

Social spaces

(private, informal)

Home(private, informal)

Library(“public”, non-formal)

Bb forums (“public”, formal)

Classroom(“public”, formal)

learning spaces

Adapted from Milne (2006)




preliminary data

data gathering technique - Bb logs

378 (messages), 8194 (hits)

satisfactory interaction - active students rate (378/43=8,8) vs enrolled students rate (378/61=6,2)

forums interactions depended on:subject in itselfteachers attitudes towards ICT use (two of the five prof.)




preliminary data

students satisfaction- data gathering technique: questionnaire

26 respondents out of 61 students enrolled in the course- platform (Bb) use: 1th experience (65%)

easy to use (61%) course and site organisation good

(92%)- more interaction both between students and teach/students (73%) - advantages: sharing is a very important issue (80%)

work organisation is also facilitated (77%) group work organisation as well (50%) more flexibility (73%) collaborative work (69%)

- face-to-face where essential (non native students)




preliminary datateachers reflections- data gathering: interviews (3 teachers)

- platform advantages

i) material delivery and access is easier

ii) enrichment of interaction

iii) development of collaboration between students (teacher comp.) -

positive competition

iv) students questioning is higher (teacher comp.)

v) diversity of topics to be discussed, proposed by the students

(teacher comp.)

vi) allows formative peer-assessment (teacher comp.)




preliminary data

teachers reflections- data gathering: interviews (3 teachers)

- advantages for the teachers, although more work load

i) development of interaction management competencies

ii) deepening the comprehension of our own practices

iii) collaboration between teachers increased

iv) students’ evolution, need and difficulties are easy to follow

v) formative assessment increased (teachers and peer-assessment)




final thoughts

ICT integration involves pedagogical and content knowledge as well as technological knowledge interaction must be part of the assessment framework

contributions useful HE teaching methodologyvaluable teachers’ reflections, methodology and instruments for the evaluation of online teaching




thank you for your attention

questions???

Education

Blearning didáctica das Ciências/Tecnologias