Designing and validating a model for context-based instruction of chemistry via information and communication technology

Authors

1 Research Institution for Curriculum Development and Educational Innovations (Ministry of Education)، Tehran، Iran.

2 Islamic Azad University (Science & Research Branch)، Tehran، Iran.

3 Islamic Azad University (Marand Branch)، Marand، Iran.

Abstract

In this paper, we tried to investigate the methods for effective use of information and communication technology (ICT) in context- based instruction of chemistry. To do this, the available theoretical and research literature in the field was carefully studied. Furthermore, to achieve a suitable model, the various viewpoints were categorized and analyzed. Then, the most applied elements of the theories were brought forward and combined into one model. This innovative model, that make use of applied contexts as a relevant environment for learning chemistry, is harmony with chemistry curriculum
and high schools’ facilities, and could be implemented in Iranian educational system.
The research method has been of descriptive-survey type. Data collection was done using a special questionnaire which was developed using available resources and it was validated and adjusted according to Iran’s conditions, using interviews with experts (6 persons). The reliability of interviews was investigated and confirmed through the Cronbach Alpha method (α = 0.89).
The research sample for accrediting the presented model included chemistry teachers and educational experts (50 persons), and curriculum planning specialists (10 persons).
In order to analyze the data, the descriptive (mean) and inferential (t-test) statistics were used. In general, the research findings show that the recommended model has an important role in introducing ICT in contextbased chemistry instruction and it valid according to chemistry teachers, educational experts and curriculum planning specialists.

Keywords

Journal of Educational Innovations
Volume 9, Issue 4
January 2010
Pages 101-125

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History

  • Receive Date: 24 August 2021
  • Accept Date: 24 August 2021

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