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Issue 3, 2013
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Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs

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Abstract

The goal of this research was to examine the change in the skills, Technological Pedagogical Content Knowledge (TPACK) and self-efficacy beliefs of chemistry teachers regarding video editing and using YouTube videos in high-school chemistry lessons, as a result of a professional development program that focused on editing YouTube videos and the accompanying teaching pedagogy. Sixteen experienced chemistry teachers participated in a professional development course regarding video editing skills and the use of videos in chemistry teaching in Israel. Research tools consisted of (1) a pre-post questionnaire, (2) interviews with teachers, (3) an analysis of the videos they edited (which were part of the course assignment), and (4) follow-up interviews conducted ten months after the end of the course. It was found that teachers improved their skills and developed a unique TPACK that combines videos with chemistry teaching needs. Self-efficacy beliefs were found to be high for most of the teachers: they all trusted in their ability to integrate videos in their chemistry teaching but not all of them were confident in their video editing skills.

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Article information


Submitted
02 Jan 2013
Accepted
17 Mar 2013
First published
12 Apr 2013

Chem. Educ. Res. Pract., 2013,14, 269-285
Article type
Paper

Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs

R. Blonder, M. Jonatan, Z. Bar-Dov, N. Benny, S. Rap and S. Sakhnini, Chem. Educ. Res. Pract., 2013, 14, 269
DOI: 10.1039/C3RP00001J

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