IMPLEMENTING TELE IN MIDDLE AND HIGH SCHOOLS: SCIENCE TEACHERS` PERCEPTIONS AND STUDENTS` LEARNING OUTCOMES

It is broadly documented in the literature that a technology-enhanced learning environment (TELE) fosters lifelong learning and enhances collaborative problem solving, critical thinking, self-regulation and active learning.

The study was conducted under the setting of an ongoing process of reforming the Israeli chemical education curriculum in high and middle schools. One of the main aspects of this reform is the establishment of TELE as an integral part of the learning and teaching process. The research objectives were to (1) identify and address teachers’ perceptions and concerns regarding pedagogical and technological aspects of the reform, and (2) investigate the effect of the TELE on the learning outcomes of middle and high school students.

Analysis of interview transcripts showed that both high school and middle school teachers emphasized how TELE helped students to illustrate and visualize chemical processes more effectively. Yet, high school teachers expressed a preference for assessment that incorporated technology, while middle school teachers preferred traditional tests as a primary instrument for evaluation. The analysis of the Stages of Concern Questionnaire results showed that after 10 years of implementation, high school teachers concerns shifted and became similar to those at the early and introductory stages of concern. Therefore, we argue that it is important to maintain ongoing support and guidance for teachers who implemented TELE over the years. Additionally, we found that using TELE has enhanced students’ conceptual and chemical understanding which includes chemical literacy and the ability to traverse across molecular representations. Our research contributes to (a) understanding teachers` perceptions and challenges while implementing TELE in chemical education, and (b) characterizing science teachers` technological pedagogical and content knowledge features.