ICT in science education - A new language of meaningful learning or a visual gimmick? - Teacher perceptions of ICT strengths and weaknesses

Oct 15, 2026

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The current study addresses how the integration of Information and Communication Technology (ICT) into science teaching shapes teachers’ Technological Pedagogical Knowledge (TPK) and their awareness of meaningful learning aspects. It investigates science teachers’ ICT implementations across Visualization of Science Concepts (VSC), Informational Searching Skills (ISS), Real-Life Problem Solving (RLPS), and Collaborative Knowledge Construction (CKC). Results show emphasis on basic needs (VSC and RLPS), with limited awareness of advanced implementations (ISS and CKC), highlighting challenges in linking ICT levels to meaningful learning and the role of teacher preparation and cultural views.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

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Abstract

Introduction

ICT and meaningful learning in science education

Science teachers' TPK

TPK and meaningful learning

African Educational Research Journal Vol. 4(2), pp. 76-84, June 2016 ISSN: 2354-2160 Full Length Research Paper ICT in science education: A new language of meaningful learning or a visual gimmick? Teacher perceptions of ICT's strengths and weaknesses Mary Gutman1*, Dasi Steiner1 and Miriam Mendelovich2 1 Efrata College of Education, Ben Yefuna 17, Jerusalem 91102, Israel. 2Ministry of Education, Kanfei Nesharim 22, Jerusalem 95464, Israel. Accepted 31 May, 2016 | ABSTRACT
The current tendency to integrate Information and Communication Technology (ICT) into teaching challenges teachers to both develop and convey Technological Pedagogical Knowledge (TPK) . This study examines the extent to which science teachers who have integrated ICT into their practice really demonstrate awareness of the aspects of meaningful learning and TPK and how these manifest in their ICT implementations [Visualization of Science Concepts (VSC), promotion of Informational Searching Skills (ISS), Real-Life Problem Solving (RLPS), and Collaborative Knowledge Construction (CKC)] . The findings indicate that most teachers' perceptions of ICT implementations mainly concentrate on basic and traditional needs in primary science education: VSC and RLPS only. The findings don't indicate awareness of the importance of advanced implementations: ISS and CKC. The challenge of explicitly emphasizing the relationship between basic and advanced ICT implementations and the aspects of meaningful learning definitely exists. Both teacher preparation and cultural views regarding learning and instructional processes in science education contribute to successful outcomes with regard to science education.
Keywords: Science education, ICT, meaningful learning, TPK. | | --- | | *Corresponding [author. E-mail: marigut273@gmail.com](author. E-mail: marigut273@gmail.com). | INTRODUCTION Information and Communication Technology (ICT) offers a variety of opportunities for meaningful learning that promotes advanced technological capabilities (Keengwe and Onchwari , 2012) . The effort to realize the potential of ICT impels the discussion regarding the optimal methods for integrating it into different instructional paradigms in science education so as to promote high-order thinking skills: managing, analyzing, critiquing, and crossreferencing ( Madhuti et al. , 2012; Madtes and Britt , 2013) . The current study has three main goals: (a) recognition of science teachers' perceptions regarding the strengths and weaknesses of ICT as a new language of meaningful learning; (b) investigation of the relationship between science teachers' Technological Pedagogical Knowledge (TPK) and the main ICT implementations [Visualization of Science Concepts (VSC) , Information Searching Skills ( ISS), Real-Life Problem Solving ( RLPS), and Collaborative Knowledge Construction (CKC)] . Science teachers' TPK Technological Pedagogical Knowledge (TPK) is defined as the integrated knowledge of educational technologies and their potential for fulfilling pedagogical needs (Angeli and Valanides, 2009) . The main perception of TPK is that educational technology is not just a vehicle for visualization of ideas and delivery of information, but rather a tool for the acquisition of meaningful learning skills (e.g. , engagement in learning experiences, knowledge construction, problem solving, and use of informational resources) (Jacobson and Kozma, 2012 ; Kramarski and Michalsky, 2010) . The complexity of this perception challenges researchers to establish a connection between the TPK theoretical definition and its practical applications, relating to various skills (Graham, 2011) . In the current study, TPK refers to a means of encouraging the following abilities in teachers: (a) matching technological implementations to pedagogical purposes, (b) reaping technological benefit from understanding science concepts and their use in knowledge structuring, (c) promoting meaningful learning

FAQs

What is the study’s focus regarding ICT in science education?

The study examines how science teachers’ perceptions relate ICT use to meaningful learning and to their Technological Pedagogical Knowledge (TPK).

Which ICT implementations are evaluated in the research?

The study evaluates Visualization of Science Concepts (VSC), promotion of Informational Searching Skills (ISS), Real-Life Problem Solving (RLPS), and Collaborative Knowledge Construction (CKC).

What do the findings suggest about teachers’ awareness of advanced ICT implementations?

Most teachers concentrate on basic and traditional needs (VSC and RLPS) and show no indication of awareness of advanced implementations (ISS and CKC).

Oct 15, 2026

Uploaded by Stanford