The Utilization of Digital Educational Content in the Teaching of Sciences in Elementary School as Impactful Learning Experiences

Teachers And Science

Davis et al. (2006) in their literature review of research on the challenges faced by science pre-service students and newcomers’ teachers advocate that they have a low understanding of science. Furthermore, they note that the negative experiences of the teachers regarding science alienate them from science and their perceptions may create difficulties in the appropriate illustration of the concepts of science, as a result of which they cannot manage the ideas and prior knowledge of their students and tend to teach in less transformative ways. This research also highlights the importance of peer support and suggests supporting science teachers in 3 ways a) science courses, b) student training programs, and c) professional development in a supportive context. The same researchers report that science teachers do not have the necessary content knowledge for science and that many of their misconceptions are due to the information found in school textbooks.

Also, Madden and Weibe (2015) claim that experiences and training shape the content knowledge of a subject and a teacher's self-efficacy. In this frame, the teachers’ negative experiences from the science course during their student life, the incomplete education during their university studies, and their insufficient professional development are often responsible for the incorrect or incomplete knowledge of science. Moreover, the above affects the practices that teachers adopt, the interactions they develop with their students, and ultimately their professional identity. Teachers with the above characteristics adopt the teacher-centered model, are critical of their students, and avoid applying innovative teaching practices, which give an active role to the student (Mojavezi & Tamiz, 2012). Negative experiences, insufficient training, cognitive background, equipment, and the teachers’ beliefs regarding science are causes of low self-efficacy in teachers, which is an obstacle to effective teaching (Menon & Sadler, 2017; Tosun, 2000).

Bismack et al. (2014) state that teachers need support in engaging their students in science activities and targeted professional development programs can contribute in this direction. Loucks-Horsley et al. (2010) and National Research Council (2012) indicate, also, a positive relationship between science content knowledge and teachers' self-efficacy. Regarding the gender of teachers, some studies (Coladarci, 1992; Karimvand, 2011) note higher self-efficacy in female teachers, while other studies (Tschannen-Moran & Hoy, 2007) did not advocate any difference.

Accordingly, Levitt (2001) in her survey of teachers in America notes that they believe that science learning and teaching should be student-centered and that transformations are needed in their teaching - a finding also reported by the National Research Council (2012). Also, she states that teachers, because they cannot have all the answers to students' questions, avoid activities that favor these questions and are based on the content of the school textbook. In addition, she advocates that they do not feel sufficiently equipped to teach science, they believe that the concepts of science taught in elementary school are too advanced for the level of students and that they avoid teaching science with the excuse of lack of time. The above cannot promote impactful learning experiences, as they are obstacles to the effective teaching of science, reserve for the student the role of knowledge consumer, do not cultivate in them metacognitive skills, limit their imagination, creativity, and their autonomy, are a bad example of teaching practice and form a low sense of self-efficacy in students, which follows them throughout their academic life and into their adult lives. The same researcher confirms the thesis of Pajares (1992), that teachers' beliefs are the most predictive factor of their behavior in the classroom and the choice of educational environments.