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Asia-Pacific Forum
on Science Learning and Teaching, Volume 10, Issue 1, Article 5
(June, 2009) |
Teachers have to decide on a method that is most productive for accomplishing their particular objectives in learning, such as developing conceptual understanding and experiencing what science is. Of course, hands-on activities, reading, brain storming, group discussion, teacher demonstrations, lab activities, using educational technologies (films, videos), inquiry investigations and so on are all important tools when used appropriately. Inquiry is the umbrella concept partnered with teaching and learning. It includes many teaching and learning methods and techniques to increase students’ motivation. This may reflect a greater emphasis at the school-level on the process of learning and the development of an understanding of science. Educational technology has opened new possibilities in science education. The use of computer technology benefits teachers during their valuable class time to create activities such as analysis and discussion about science. It helps teachers to shift from a transmission to a transformative approach that supports inquiry.
On the other hand, many teachers do not have enough backgrounds with TBIA in science (Pedersen and Yerrick, 2000). According to Williams, et al, (2004) “TBIA is complex and demanding for teachers, because it requires (a) understanding of the discipline or content well enough to allow students to ask ill-defined questions, (b) use of new representations of science content such as graphs, (c) new logistical practices such as managing small groups of students, and (d) understanding of technological and network related issues” (p. 190).
This study found that there were statistically significant differences between the two groups (p<.05), and that the achievement level of experimental group with TBIA was significantly higher than that of control group. The TBIA created a positive impact on 5th grade students' science achievement and attitudes toward science. Also, students in the experimental group declared the TBIA lessons were very funny and they enjoyed being part of the lessons. On the contrary, students who were in the control group said they were bored in traditional lessons and the earth-sun-moon topics were hard to learn.
It is very important to see these results, which are similar to previous literature on the subject in developing countries. Although there are many problems, such as a behaviorist approach in schools, lack of educational technology, improper physical contexts of schools and classrooms, lack of teachers’ professional knowledge and skills and the improper use of laboratories, teachers solve these type of problems by demonstrating and implementing lab activities and using deduction in the classroom, as well as using traditional measurement and evaluation processes (for example, fill in the blank, multiple choice questions, etc.) (Kaya, Çepni & Küçük, 2004). These result showed that TBIA science teaching is effective and more successful than regular based teaching methods in elementary science courses because a TBIA helps students connect science with the scientific process skills.
