An Instructional Model for Transforming Science Education Method Courses with Technology

Abstract

In this study, an instructional design model was developed and employed for restructuring science education method courses with technology. Using tools, such as multimedia authoring tools, the design and implementation of high quality technology-enhanced learning was modeled repeatedly. The results from two case studies identified several difficulties that primary student teachers faced in designing computer-assisted instruction for science. Succinctly, student teachers faced difficulties in regard to (a) using appropriate technology-supported representations to transform science content, (b) identifying computer-supported teaching strategies, as well as (c) integrating technology with inquiry-based pedagogy in the classroom.