Teachers’ Perception of IT in Science Education

Abstract

In this paper, we report findings from a qualitative inquiry into teachers’ perceptions and experiences of using IT, specifically simulations in science education. Semi-structured interviews were conducted with 12 science teachers. Thematic analysis reveals that teachers’ perception towards simulation use in science teaching included three aspects: (a) perceived affordance of teaching with simulation in the science classroom, (b) perceived affordance of learning with simulation in the science classroom, and (c) perceived affordance of simulation infrastructure in the science classroom. With the attitudes described above, most teachers mainly had the experience of adopting simulation for demonstration purpose in a teacher-led instruction. Attempts to let students operate simulation themselves and explore alternative modelling did not seem to work well, considering the inadequate school facilities and limited classroom time to cover the required syllabus. Based on the findings, we propose the FLIPPING framework – using interactive simulation in flip learning approach. We believe the 8 key components in FLIPPING framework (Flexible environment, Learning culture, Intentional content, Professional educators, Preparedness for learning, Infrastructural readiness, Novice-proof interface, and Guided pragmatism) can alleviate both material difficulties of simulation implementation (e.g. infrastructure), and non-material challenges (e.g. student readiness) and promote the use of interactive simulation in science teaching in sustainable ways.