Chapters in Books by Dina Tsybulsky
IGI Global, 2023
This chapter discusses the goals of digital curation as an educational practice in K-12 science e... more This chapter discusses the goals of digital curation as an educational practice in K-12 science education in the digital age and presents a model for science teachers' professional development through digital curation. The model proposed in this chapter was developed during a multiple-case study with the participation of 44 science teachers. The model outlines a path to enabling teachers to learn and practice curation as a teaching and learning practice and later to direct and apply curation in their classrooms. In addition, it offers guidelines for enabling teachers to practice thinking skills, such as making pedagogical decisions and defining teaching goals, through the digital curation process as a professional learning method: (1) teacher professional learning goals, (2) pedagogical-practical goals, (3) social and cooperative goals, (4) teacher personal goals. This model can be applied to science teachers' professional development and teacher training courses.
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Springer, 2020
Authentic opportunities have the potential to support development of learners’ understanding of h... more Authentic opportunities have the potential to support development of learners’ understanding of how scientists do their work. This chapter examines authentic classroom investigations, the use of modified primary literature, visits to authentic research labs, and research apprenticeships as models for this development. Strategies to help teachers at all levels implement these models and solutions to mitigate potential challenges are addressed.
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IGI Global , 2020
This chapter presents the linguistic analysis of science teachers' narratives regarding their wor... more This chapter presents the linguistic analysis of science teachers' narratives regarding their worldviews in the digital age and their views of technology. The analysis was performed using Laurence Anthony's software AntConc, which is suitable for analyzing large data corpora. The language behavior of the following groups of teachers was analyzed by exploring three distinctive linguistic markers: personal pronouns to study participants' foci of attention; emotion words, to measure the extent of their emotional immersion in the discourse; and semantic fields of specific word collocations. The results, based on the variations in the language behavior, indicated differences between the three groups of teachers' worldviews. In addition, the examination of the degree of descriptive elaboration, expressed through the use of sense, motion, and exclusion words, revealed similar levels of truthfulness in all three groups. The linguistic analysis, enhanced by various computational linguistic technologies available through the AntConc software, made it possible to identify implicitly conveyed thoughts and feelings, thereby affording a better understanding of complex education-related processes and phenomena.
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Digital Tools and Solutions for Inquiry-Based STEM Learning. Hershey, PA: IGI Global. , 2017
The chapter deals with a new research field that has arisen at the intersection of scientific exp... more The chapter deals with a new research field that has arisen at the intersection of scientific experiment and emerging digital technologies. The classical triad of experimental research ‘subject-instrument-object' and its implementation in science education are in the focus of the chapter. The triad is studied in its evolution to a so-called digital triad corresponding to the experimental science of digital society. In the digital triad, each of the three components are transformed. The knowing subject - researcher is transformed to the digital scholar; the experimental instrument is transformed on the base of emerging cloud and mobile technologies; the research object comprising hybrid natural-artificial components emerges. The digital transformations of the experimental research triad and educational practices based on the digital triad are manifested in a number of pioneer inquiry-based projects analyzed in the chapter.
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Books Editing by Dina Tsybulsky
The role of technology in educational settings has become increasingly prominent in recent years.... more The role of technology in educational settings has become increasingly prominent in recent years. When utilized effectively, these tools provide a higher quality of learning for students.
Optimizing STEM Education With Advanced ICTs and Simulations is an innovative reference source for the latest scholarly research on the integration of digital tools for enhanced STEM-based learning environments. Highlighting a range of pivotal topics such as mobile games, virtual labs, and participatory simulations, this publication is ideally designed for educators, professionals, academics, and students seeking material on emerging educational technologies.
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In the digital age, the integration of technology has become a ubiquitous aspect of modern societ... more In the digital age, the integration of technology has become a ubiquitous aspect of modern society. These advancements have significantly enhanced the field of education, allowing students to receive a better learning experience.
Digital Tools and Solutions for Inquiry-Based STEM Learning is a comprehensive source of scholarly material on the transformation of science education classrooms through the application of technology. Including numerous perspectives on topics such as instructional design, social media, and scientific argumentation, this book is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the latest developments in the field of STEM education.
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Articles in Refereed Proceedings by Dina Tsybulsky
ESERA2019, 2019
This study examines the way in which PBL contributes to the professional-identity development of ... more This study examines the way in which PBL contributes to the professional-identity development of novice science teachers, and the role of emotional experiences in this process. More specifically, we examine the science student teachers' expectations and emotionally intense experiences as well as the connection between the former and the latter. The data were obtained from the student-teachers' reflective reports (n=32) and were analysed utilising linguistic and non-parametric statistical analyses. The study points out that introducing the PBL approach in a pedagogical course may expose student-teachers to positive emotional experiences and leads to optimistic expectations, which tend to nurture the students' growing confidence as teaching professionals, and, consequently, enhances the development of students' professional identity creating a sense of professional self-efficacy.
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International History, Philosophy, and Science Teaching [IHPST] Proceedings, 2019
The great achievements in the field of Information and Communication Technologies (ICT) and their... more The great achievements in the field of Information and Communication Technologies (ICT) and their transformational impact on human life have affected human consciousness. Technology’s role in society, as well as its connection to science, is changing. The traditional perception, according to which science was the main factor affecting the quality of human life, and technology was considered merely an “applied science,” is already dated and irrelevant. The newer emerging perception, which is gaining more and more popularity, is that technology (and not science) is the predominant factor in human life, and that science plays an ancillary role in the new technological society. To a great extent, these shifts in social consciousness reflect our global transformation into a digital society. Our fundamental perceptions of the world around us are changing. These changes are most noticeable in the shift from scarcity to abundance of information, and from the primacy of entities to the primacy of interactions; as well as in the blurring of distinctions between reality and virtuality and between people, machines, and nature. Today, scientific research is unimaginable without the emerging technologies, which in turn are becoming an inseparable part of the scientific endeavor. The interpenetration of scientific and technological research methodologies is another instance in which prior distinctions are becoming less significant. Thus, an increasing number of scientific analytical research methods are being implemented in engineering research, and vice-versa: many technological, design-oriented methods are gaining popularity in scientific research.
These substantial transformations in science, technology and society have significant implications for education, in general, and for science education, in particular; these are the focus of the paper. Obviously, if the contemporary changes in education could be addressed by merely equipping schools with ICT facilities, the problem would be much more modest in scope and could be managed by promoting technological literacy. In effect, the problem is far more complex. Given the understanding that the fundamental changes resulting from the new role of technology in science and society ought to be reflected in science education, this study examines the major changes occurring in selected scientific practices and considers their implications for science teaching. Admittedly the new scientific practices reflect the impact of the recent 21st-century technologies; however, in the field of science teaching, it is important that these technologies are not viewed merely as new instruments designed to improve the teaching-learning process. Rather, they are an inseparable part of the nature of contemporary scientific practices and hence ought to be reflected in science education. Science education in the current era aims to engage students in the knowledge and practices of the various scientific disciplines. To this end, science educators must take into account the transformations that scientific practices are undergoing in the digital age.
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Proceedings of the Informing Science and Information Technology Education Conference [InSite2019], 2019
Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually b... more Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st centu-ry science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school.
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Proceedings of Society for Information Technology & Teacher Education International Conference, 2019
The research pertains to understanding how the participation in an online course that employs the... more The research pertains to understanding how the participation in an online course that employs the project-based learning (PBL) approach influenced the teachers (n=55) perceptions of teachers' role in the digital age. Data were collected using questionnaires and reflective reports and were analysed by using open content analysis. The findings showed that participants considered the personal, pedagogic, and social aspects important in terms of the teachers' perceptions regarding their role in the digital age. The main conclusion is that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role perception as digital-age teachers. Practical implications of the research relate to teachers' socialization in the digital age.
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New Perspectives in Science Education, 2019
Today, in the digital age, the emerging information and communication technologies (ICTs) reshape... more Today, in the digital age, the emerging information and communication technologies (ICTs) reshape human life significantly. Fundamental changes reflect in humans' behavior and worldviews. In the field of education, the impact of ICTs manifests on the four components of education: teacher, learning environment, student and curriculum. Each of these components is affected by the digital age. The teachers' identity is a critical component, that can throw light and explain why the field of education is still far behind when it comes to digitization and reshaping education. In this paper, we apply a known SAMR (Substitution, Augmentation, Modification and Redefinition) model in order to assess the above components of education in the context of digitization. Teachers' testimonies are used to place each of the mentioned components at its specific SAMR level. The teachers' testimonies verify the major differences between the way the teachers adjust to the digital age and the way their students do. The criteria found to be the main implication in the interviews resonates why each of the mentioned components is in a different SAMR level. To succeed in reshaping education to fit the digital age, and reach digitalization, all the components described should reach the highest level of SAMR-redefinition. The difficulty lies within the contingent relations between the components. When one independently progresses, others are still behind blocking other components' progress as well.
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Proceedings of EdMedia: World Conference on Educational Media and Technology. Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE)., 2018
Our research traced significant learning experiences of teachers (n=55) studying in a teacher-tra... more Our research traced significant learning experiences of teachers (n=55) studying in a teacher-training college for a Master's degree, in the attempt to understand how the learning experience in an online course on the PBL approach influenced their role-perceptions as teachers working in the digital age. Data was collected from 2014-2016, using: (1) a questionnaire gathering learners' personal and demographic details (n=55) and (2) reflective writings on the learners' learning experiences in the course (n=105). Data underwent qualitative-constructivist content analysis. Findings revealed four main aspects evident both in the personal experiences of the participating teachers and also in their consideration of the significance of those experiences for their role-perception as teachers in the digital era: namely, the personal, pedagogic, social and managerial-organisational aspects. The manner in which the PBL approach was learned online directly influenced the teachers' learning experiences and also influenced the shaping of their role-perceptions. Practical implications of the research relate to teachers' socialization in the digital age. The findings indicate that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role-perception as digital age teachers.
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INTED18 Proceedings. Valencia, Spain: IATED Digital Library. , 2018
The qualitative study examines 76 Jewish and Bedouin teacher trainees' meaningful experiences dur... more The qualitative study examines 76 Jewish and Bedouin teacher trainees' meaningful experiences during project-based learning to which they were exposed as a part of their pedagogy coursework. The main goal of the study is to gain insight into participants' meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL process. The data collection method consisted of in-depth interviews (n=38) and reflective reports (n=152). Data were analysed according to the qualitative method for content analysis. Study findings provided detailed descriptions of participants' meaningful experiences in two domains: (1) The Quality of the Experience, which shifted over time, ranging from frustration when contending with difficulties and a heavy study load, through the process of overcoming these difficulties and experiencing a sense of fulfilment, success, and increased confidence; (2) The Content of the Experience included introspective, social and cognitive key experiences. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks.
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In Finlayson, O.E., McLoughlin, E., Erduran, S., & Childs, P. (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education. Dublin, Ireland: Dublin City University., 2017
The paper deals with two novel methods of NOS teaching in an authentic context: 1) reading Adopti... more The paper deals with two novel methods of NOS teaching in an authentic context: 1) reading Adoptive Primary Literature (APL); 2) visiting of Authentic University Laboratories (AUL). Both methods are based on Schwab's approach of 'teaching science as inquiry', yet involved different type of 'authenticity'. APL grounded in indirect contact with scientists (via texts), while AUL grounded in direct contact with scientists. The paper describes the methods, studies their effect on students' NOS understanding and compares between the two methods in terms of their effectiveness. The study uses a quasi-experimental, pre-post control design, which utilizes quantitative (Likert-type) evaluation methods. The sample comprised grade 11 biology students (n=210) from Jerusalem area (Israel). The study employed 3 research groups: 1) experimental group 1-students who learned according to APL method; 2) experimental group 2-students who learned according to AUL method; 3) control group-students who learned the standard biology program. The study indicates that teaching NOS in an authentic context by using science as inquiry methods is an effective approach for NOS learning. We believe that both APL and AUL methods have a high potential and can be successfully adapted for teaching various science subjects, in different cultural contexts.
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INTED18 Proceedings. Valencia, Spain: IATED Digital Library, 2018
The current research deals with the development of professional identity of Israeli student teach... more The current research deals with the development of professional identity of Israeli student teachers (n=17) during their pedagogical practicum while leading PBL by means of co-teaching. For the sake of this study, we define identity as relationally determined and developing through social interactions in the process of co-teaching and, subsequently, manifested in personal and collective narratives by the trainees. The participants of the study were the 3rd-year students in the science teaching track in one of the pedagogical colleges in the central part of Israel. During the practicum, the teacher trainees were instructed to implement PBL process as well as reflect on it as a part of meeting the course requirements. The data were collected via in-depth interviews and reflective reports and analyzed using linguistic method of analysis. Our findings indicate that the trainees' professional identity was shaped through meaningful experiences in two dimensions: on the one hand, the trainees had been challenged while leading PBL in science class; on the other hand, they had been involved in fruitful and supportive cooperation with their peers. This process of identity shaping was manifested in the post-experience narratives produced by the student teachers. The findings show the transformation of the trainees' professional identity throughout four stages: from (1) anxiety, (2) frustration, and difficulty to (3) coping with and overcoming the difficulties leading to (4) a sense of success and satisfaction. The participants' identity in the narratives changed from group-focused to self-focused pointing at the professional growth, empowerment, and substantial gains in self-confidence. We believe that leading PBL via co-teaching has high potential for shaping professional identity among science student teachers.
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New Perspectives in Science Education Conference Proceedings of the 7th Edition. Florence, Italy: Libreriauniversitaria.it. , 2018
This paper deals with Israeli high-school biology teachers' views on the importance and the means... more This paper deals with Israeli high-school biology teachers' views on the importance and the means of incorporating field trips into their curriculum. The research sample included 35 high-school biology teachers from different parts of Israel. Data collection instruments consisted of open-ended questionnaires and semi-structured interviews conducted with the teachers. The data were analyzed using a qualitative cognitive-thematic method. Correlations were calculated between teachers' demographic data (degree, seniority) and their description of the importance of field trips, the characteristics of a good field trip and the difficulties faced while planning and conducting field trips. On the importance of field trips as part of the biology curriculum, three categories emerged from the teacher's answers: cognitive, emotional and values-oriented contribution. A negative correlation was found between the teachers' education and years of experience and the importance of using field trips to incorporate environmental values. Teachers mentioned the following components as part of a good field trip: thorough preparation and summary in the classroom, interesting, and related to the biology curriculum. A negative correlation was found between the teachers' years of experience and the importance of the field trip and its relevance to the curriculum. The teachers mentioned conducting field trip to ecological sites and science centers. A negative correlation was found between teachers' years of experience and conducting field trips to ecological sites. The main difficulties with conducting field trips were financial, organizational, and the need to "cover all the topics in the curriculum". A negative correlation was found between the teachers' degree and the need to specify the exact number of field trips in the curriculum. By addressing the biology teachers' views, needs, and the difficulties that they face, the frequency and efficiency of field trips can be increased, thereby increasing the role of field trips in the school biology curriculum and improving the teaching of biology. The factors included in the current study, such as combining cognitive and affective elements, preparation and summary, financial problems and other organizational constraints, are only some of the issues that need to be addressed in order to plan and execute a successful field trip.
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11th annual International Conference of Education, Research and Innovation [ICERI] Proceedings 2018. Seville, Spain: IATED Digital Library , 2018
This theoretical paper focuses on the STEM educational paradigm and its implications in the teach... more This theoretical paper focuses on the STEM educational paradigm and its implications in the teacher education context. We discuss the features of powerful STEM projects, provide examples, and propose an innovative pedagogical approach for teacher education that can facilitate the multidisciplinary and interdisciplinary STEM teaching and learning. Our approach has three steps: (a) STEM pre-service teachers engage in inquiry projects that require the use of multidisciplinary and interdisciplinary concepts, ideas, and practices; (b) they collaborate on designing lessons that incorporate this approach in their teaching practice; (c) STEM pre-service teachers implement this project-based pedagogy during the school practicum and reflect on it with their mentors and peers. This three-step approach has the potential to allow future STEM teachers to experience this innovative pedagogy first as learners and then to implement it as teachers. We believe that only after future teachers experience the effect of breaking the traditional S.T.E.M. discipline boundaries, they will be ready and willing to embrace the emergent STEM paradigm as 21 st century educators.
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INTED17 Proceedings. Valencia, Spain: IATED Digital Library. , 2017
This paper explores whether and how the experience of teaching using the Project-Based Learning (... more This paper explores whether and how the experience of teaching using the Project-Based Learning (PBL) method during training affects the attitudes of pre-service science teachers towards the application of small-group learning pedagogies. This research is rooted in qualitative case study methodology. The study involved 17 Israeli pre-service teachers in their third training year. During the first semester the teachers were asked to lead the PBL process in primary school classes, and during the second semester the teachers were asked to teach the regular science lessons using different teaching methods of their own choosing. Data collection methods include: 1) reflections which teachers wrote before, during and after the teaching experience of the PBL method; 2) lesson plans teachers drew up after the PBL experience. The data were analyzed by using the constructivist (ethnographic) method of qualitative research based on grounded theory. Inter-rater reliability of 94% was obtained by analyzing the data by two coders. Our findings indicate that the PBL method, which was experienced during the teacher training, has a high potential to improve the teachers’ attitudes towards teaching methods of learning in small groups and to implement these methods in their teaching practices.
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New Perspectives in Science Education Conference Proceedings of the 6th Edition.Florence, Italy: Libreriauniversitaria.it. , 2017
Global society has transitioned into the Digital Era. This shift represents a revolution in human... more Global society has transitioned into the Digital Era. This shift represents a revolution in human history – the so-called digital revolution. This revolution changes peoples’ understanding of their place in the world, as people no longer merely consider humanity a part of the nature, but also a part of the artificial world that humans have created. The digital revolution changes peoples’ perception of society. In the digital society, people have unlimited and ubiquitous access to desirable information, which, in turn, becomes personalized and context-cognizant. Obviously, the above transformations involving such fundamental features of the human being (the emergence of the informational abundance, transforming ways of observation of the world, and a changing view on the nature of surrounding objects) could not possibly leave unchanged key components of human culture such as scientific inquiry. The paper deals with a new research field that has arisen at the intersection of scientific experiment and emerging digital technologies. This new field deals with the nature of experimental science, the nature of digital technology, as well as the interrelations between experimental science and digital technologies. The classical triad of experimental research ‘subject-instrument-object’ is in the focus of the paper. The triad is studied in its evolution to a so-called digital triad, which corresponds to the experimental science of digital society. In the digital triad, each of the three components of the classical one are transformed: (1) the knowing subject - researcher is transformed to the digital scholar; (2) an experimental instrument is transformed on the base of emerging technologies; and (3) a new research objects – a hybrid natural-artificial object emerges. Digital transformations in science education corresponding to the digital triad are manifested in a number of presented in the paper pioneer projects of inquiry-based science education.
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New Perspectives in Science Education Conference Proceedings of the 5th Edition. Florence, Italy: Libreriauniversitaria.it. , 2016
The main changes in science education initiated by Information and Communication Technologies (IC... more The main changes in science education initiated by Information and Communication Technologies (ICT) are associated with advances in a number of educational technologies: Microcomputer Based Lab; Modeling and Simulation; Mobile Technology; Networked Learning; Mixed-Reality Technology. The advances define the changes in science education and, consequently, gained broad attention of educational researchers. Despite the abundance of opinions, approaches, and interpretations of the changes in science education, two key alternative interpretations explain the ICT integration phenomenon. The first interpretation considers ICT as a tool for enhancing classical science education by providing different emerging technological means. In contrast, an alternative interpretation considers ICT much wider than a tool. Supporters of this interpretation perceive thus digital science class as a new phenomenon in education, since the mentioned technologies changed the class qualitatively, brought to it a new essence, which is not just a sum of the added technologies. In our research, we have chosen the second interpretation as our assumption. We hypothesize that the changes of teachers’ worldview are vital for their understanding the role of technology in science education in its transformative stage. To check this hypothesis we propose a new conceptual framework for study and analysis the ICT integration phenomenon in science education. The proposed framework is a modification of SAMR (Substitution, Augmentation, Modification, and Redefinition) model for perception of technology. Our modified SAMR framework can be used for assessing the teachers’ worldview regarding ICT integration in science education. Specifically, the teachers’ awareness about such kind of assessment opens a way for their reflexing and improving their own teaching, which in turn affects their learners. An initial study of the proposed framework was conducted with a group of eighteen teachers in the School of Education at Tel Aviv University, who had undergone a specific training course. The initial study has confirmed our hypothesis and indicated the high efficiency of the proposed framework.
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Chapters in Books by Dina Tsybulsky
Books Editing by Dina Tsybulsky
Optimizing STEM Education With Advanced ICTs and Simulations is an innovative reference source for the latest scholarly research on the integration of digital tools for enhanced STEM-based learning environments. Highlighting a range of pivotal topics such as mobile games, virtual labs, and participatory simulations, this publication is ideally designed for educators, professionals, academics, and students seeking material on emerging educational technologies.
Digital Tools and Solutions for Inquiry-Based STEM Learning is a comprehensive source of scholarly material on the transformation of science education classrooms through the application of technology. Including numerous perspectives on topics such as instructional design, social media, and scientific argumentation, this book is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the latest developments in the field of STEM education.
Articles in Refereed Proceedings by Dina Tsybulsky
These substantial transformations in science, technology and society have significant implications for education, in general, and for science education, in particular; these are the focus of the paper. Obviously, if the contemporary changes in education could be addressed by merely equipping schools with ICT facilities, the problem would be much more modest in scope and could be managed by promoting technological literacy. In effect, the problem is far more complex. Given the understanding that the fundamental changes resulting from the new role of technology in science and society ought to be reflected in science education, this study examines the major changes occurring in selected scientific practices and considers their implications for science teaching. Admittedly the new scientific practices reflect the impact of the recent 21st-century technologies; however, in the field of science teaching, it is important that these technologies are not viewed merely as new instruments designed to improve the teaching-learning process. Rather, they are an inseparable part of the nature of contemporary scientific practices and hence ought to be reflected in science education. Science education in the current era aims to engage students in the knowledge and practices of the various scientific disciplines. To this end, science educators must take into account the transformations that scientific practices are undergoing in the digital age.
Optimizing STEM Education With Advanced ICTs and Simulations is an innovative reference source for the latest scholarly research on the integration of digital tools for enhanced STEM-based learning environments. Highlighting a range of pivotal topics such as mobile games, virtual labs, and participatory simulations, this publication is ideally designed for educators, professionals, academics, and students seeking material on emerging educational technologies.
Digital Tools and Solutions for Inquiry-Based STEM Learning is a comprehensive source of scholarly material on the transformation of science education classrooms through the application of technology. Including numerous perspectives on topics such as instructional design, social media, and scientific argumentation, this book is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the latest developments in the field of STEM education.
These substantial transformations in science, technology and society have significant implications for education, in general, and for science education, in particular; these are the focus of the paper. Obviously, if the contemporary changes in education could be addressed by merely equipping schools with ICT facilities, the problem would be much more modest in scope and could be managed by promoting technological literacy. In effect, the problem is far more complex. Given the understanding that the fundamental changes resulting from the new role of technology in science and society ought to be reflected in science education, this study examines the major changes occurring in selected scientific practices and considers their implications for science teaching. Admittedly the new scientific practices reflect the impact of the recent 21st-century technologies; however, in the field of science teaching, it is important that these technologies are not viewed merely as new instruments designed to improve the teaching-learning process. Rather, they are an inseparable part of the nature of contemporary scientific practices and hence ought to be reflected in science education. Science education in the current era aims to engage students in the knowledge and practices of the various scientific disciplines. To this end, science educators must take into account the transformations that scientific practices are undergoing in the digital age.
The database was composed of digital collections created by undergraduate and graduate students (n = 94) from three Israeli universities. The research questions were: (1) whether and in what ways the engagement of students in the DC activity required CT, (2) whether a significant difference in the level of CT would be found between undergraduate and graduate students in the DC activity, (3) whether a significant difference in the level of CT would be found between students provided with instruction on DC before the DC activity and a control group that received no instruction. Factor analysis of the stu- dents’ strategies produced 3 factors corresponding to evaluation, analysis, and inference that accounted for 75.34% of the total explained variance. These results suggest that as a pedagogical approach, DC can tap the key features of CT. Further statistical analyses showed that the graduate students had higher scores on evaluation than the undergraduates and that aca- demic level and previous instruction in DC improved the quality of the DC. The factor that most influenced the quality of the digital curation was the analysis variable. Thus, DC can create a rich, active environment that promotes CT.
The data collection method consisted of in-depth interviews with 30 in-service high-school science teachers. Study findings revealed three different categories of the way teachers perceived their own place and role vis-à-vis the digital revolution: 1) outside observers; 2) circumspect participants; 3) conscientious participants.