Can You Tube It? Providing Chemistry Teachers with Technological Tools and Enhancing Their Self-Efficacy Beliefs

Autor/inn/en	Blonder, Ron; Jonatan, Moshe; Bar-Dov, Ziva; Benny, Naama; Rap, Shelley; Sakhnini, Sohair
Titel	Can You Tube It? Providing Chemistry Teachers with Technological Tools and Enhancing Their Self-Efficacy Beliefs
Quelle	In: Chemistry Education Research and Practice, 14 (2013) 3, S.269-285 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/c3rp00001j
Schlagwörter	Chemistry; Educational Technology; Self Efficacy; Beliefs; Technological Literacy; Pedagogical Content Knowledge; Teaching Skills; High Schools; Video Technology; Technology Uses in Education; Faculty Development; Editing; Film Production; Production Techniques; Questionnaires; Followup Studies; Foreign Countries; Science Teachers; Structured Interviews; Semi Structured Interviews; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Chemie; Unterrichtsmedien; Self-efficacy; Selbstwirksamkeit; Belief; Glaube; Technisches Wissen; Pädagogische Kompetenz; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; High school; Oberschule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Redaktion; Textbearbeitung; Filmproduktion; Production engineering; Produktionstechnik; Fragebogen; Follow-up studies; Kontaktstudium; Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Statistische Analyse
Abstract	The goal of this research was to examine the change in the skills, Technological Pedagogical Content Knowledge (TPACK) and self-efficacy beliefs of chemistry teachers regarding video editing and using YouTube videos in high-school chemistry lessons, as a result of a professional development program that focused on editing YouTube videos and the accompanying teaching pedagogy. Sixteen experienced chemistry teachers participated in a professional development course regarding video editing skills and the use of videos in chemistry teaching in Israel. Research tools consisted of (1) a pre-post questionnaire, (2) interviews with teachers, (3) an analysis of the videos they edited (which were part of the course assignment), and (4) follow-up interviews conducted ten months after the end of the course. It was found that teachers improved their skills and developed a unique TPACK that combines videos with chemistry teaching needs. Self-efficacy beliefs were found to be high for most of the teachers: they all trusted in their ability to integrate videos in their chemistry teaching but not all of them were confident in their video editing skills. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01