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Science Teacher Perceptions Toward Digital Simulations and Virtual Labs as Digital Tools in the 7-12th Science Classroom

Kuehne, Teresa A.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596202329122156

Abstract Details

2020, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction Science Education (Education).
The purpose of this study was to examine science teacher perceptions of digital simulations and virtual labs as digital tools in the 7-12th science classroom. The first study research question was: In what ways do science teachers use digital simulations and virtual labs in the 7-12th science classroom? The second study research question was: What factors influence teachers’ use of digital simulations and virtual labs in the 7-12th science classroom? The theoretical framework used for this dissertation included the Unified Theory of Acceptance and Use of Technology (UTAUT), self-efficacy, and Technological Pedagogical Content Knowledge (TPACK). The research was a mixed methods sequential explanatory research design divided into two phases. Phase one consisted of a survey that was analyzed using descriptive statistics, and open response items were quantitized using inductive analysis. Phase two consisted of semi-structured interviews that were coded and analyzed inductively for emerging themes. Findings from each phase were integrated using an integrated results matrix, and meta-inferences were drawn. The findings indicate that science teachers use digital simulations and virtual labs for purposes of integrating scientific practices; providing safe, alternative science experiences, and visualizations. Findings concerning factors affecting their use included value of digital simulations and virtual labs; lack of adequate, formal professional development, learning curve, availability of functioning technology; cost, quality, and validity; and lack of general support. Based on this research, implications arise for teacher education, professional development, classroom practice, and the development of digital simulations and virtual labs. Implications include providing formal professional development opportunities that emphasize successful models of implementation, development of digital simulations and virtual labs that meet the needs of teachers, providing time to overcome the learning curve, and providing general support to be responsive to the needs of diverse groups of students.
Danielle Dani, PhD (Committee Chair)
Krisanna Machtmes, PhD (Committee Member)
Teresa Franklin, PhD (Committee Member)
Eugene Geist, PhD (Committee Member)
303 p.
Education; Educational Technology; Science Education; Secondary Education; Teacher Education; Teaching
Science Teacher; Teacher Perceptions; Digital Simulations; Virtual Labs; Virtual Laboratories; Digital Tools; Science Classroom; Science Teaching; Science Instruction; Unified Theory of Acceptance and Use of Technology; UTAUT; self-efficacy; TPACK

Recommended Citations

Citations

  • Kuehne, T. A. (2020). Science Teacher Perceptions Toward Digital Simulations and Virtual Labs as Digital Tools in the 7-12th Science Classroom [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596202329122156

    APA Style (7th edition)

  • Kuehne, Teresa. Science Teacher Perceptions Toward Digital Simulations and Virtual Labs as Digital Tools in the 7-12th Science Classroom . 2020. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596202329122156.

    MLA Style (8th edition)

  • Kuehne, Teresa. "Science Teacher Perceptions Toward Digital Simulations and Virtual Labs as Digital Tools in the 7-12th Science Classroom ." Doctoral dissertation, Ohio University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1596202329122156

    Chicago Manual of Style (17th edition)

ohiou1596202329122156
1,768
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This open access ETD is published by Ohio University and OhioLINK.