The Effectiveness of a Program Based on Using Tablets and the Internet in light of the Communicative Theory of Teaching Chemistry via Interactive Simulation and Digital Scientific Stations Strategies in Developing Digital Teaching Skills and Professional Responsibility of Student-teachers

Hussein Serag, Suzan

doi:10.21608/edusohag.2019.57697

The Effectiveness of a Program Based on Using Tablets and the Internet in light of the Communicative Theory of Teaching Chemistry via Interactive Simulation and Digital Scientific Stations Strategies in Developing Digital Teaching Skills and Professional Responsibility of Student-teachers

Document Type : Original Article

Author

Suzan Hussein Serag

Teacher of Curriculum and Methods of Teaching Science Faculty of Education - Menoufia University

10.21608/edusohag.2019.57697

Abstract

The present study aimed to develop the digital teaching skills and professional responsibility of student-teachers at the Faculty of Education through a program based on using tablets and the Internet in light of the communicative theory of teaching chemistry via interactive simulation and digital scientific stations strategies. The participants were 46 Fourth year student-teachers enrolled at the Chemistry Section, Faculty of Education, Menoufia University. They were divided into 3 groups: Experimental Group 1 (n = 16) which was taught using interactive simulation strategy, Experimental Group 2 (n = 15) which was taught using digital scientific stations strategy and the control group (n = 15) which was taught using regular instruction. To achieve the goal of the present study, the researcher prepared a program based on the use of tablets and the Internetin light of the communicative theory of teaching chemistry with its Teacher's Guide, students' handouts and communicative Whatsapp groups, a pre-post digital teaching skills observation checklist and a pre-post professional responsibility scale. Results revealed that there were statistically significant differences between the mean scores of Experemental Group 1 and 2 and those of the control group on the post-tesing of the digital teaching skills (each skill and as a whole) and on the post-testing of professional responsibility (each dimension and as a whole). Moreover, there were statistically significant differences between the mean scores of Experimental Group 1 and those of Experimental Group 2 on the post-testing of digital teaching skills in favour of Experimental Group 2. Also, there were no statistically significant differences between the mean scores of Experimental Group 1 and those of Experimental Group 2 on the post-testing of professional responsibility. And, there was astatistically positive correlation between the mean scores of Experimental Group 1 and those of Experimental Group 2 in digital teaching skills. Thus, it was recommended that pre- and in-service chemistry teachers need to be trained using tablets and the Internet in the teaching of chemistry topics via digital simulation and scientific stations strategies because of their effectiveness in developing digital teaching skills and professional responsibility.

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