Εκπαίδευση Εκπαιδευτικών στη χρήση προσαρμοστικής παιχνιδοποίησης στις Φυσικές Επιστήμες

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Δημοσιευμένα: Σεπ 4, 2024
DOI: https://doi.org/10.12681/elrie.7144
Λέξεις-κλειδιά:
Προσαρμοστική παιχνιδοποίηση, Εκπαίδευση Εκπαιδευτικών, μοντέλο TPASK. Adaptive education, Teacher education, TPASK framework
Αλκίνοος Ιωάννης Ζουρμπάκης
ΠΤΠΕ Κρήτης
Μιχαήλ Καλογιαννάκης
ΠΤΕΑ Παν. Θεσσαλίας
Σταμάτης Παπαδάκης
ΠΤΠΕ Κρήτης
Περίληψη
Περίληψη

Η παρούσα έρευνα διερευνά την εκπαίδευση των εκπαιδευτικών στη χρήση ενός προσαρμοστικού εργαλείου παιχνιδοποίησης για τη διδασκαλία των Φυσικών Επιστημών. Συγκεκριμένα, οι εκπαιδευτικοί επιμορφώθηκαν με βάση το μοντέλο Τεχνολογικής Παιδαγωγικής Γνώσης των Επιστημών (TPASK) για την αποτελεσματική χρήση ενός προσαρμοστικού περιβάλλοντος παιχνιδοποίησης στην εκπαίδευση των Φυσικών Επιστημών. Ο κύριος στόχος ήταν να αξιολογηθεί μέσω της χρήσης κατάλληλων ερωτηματολογίων η αντίληψη των εκπαιδευτικών σχετικά με την ετοιμότητα, την αυτοπεποίθηση και τα κίνητρά τους για την ενσωμάτωση αυτού του ψηφιακού εργαλείου στις τάξεις τους πριν και μετά την εκπαίδευσή τους. Έξι εκπαιδευτικοί πήραν μέρος στην έρευνα. Τα αποτελέσματα φανερώνουν ότι οι εκπαιδευτικοί είχαν υψηλά ποσοστά αναφορικά με τις ικανότητές τους σχετικά με το TPASK, με αξιοσημείωτη βελτίωση στην κατανόησή τους για το προσαρμοστικό περιβάλλον παιχνιδοποίησης και την εφαρμογή του στη διδασκαλία. Όμως δεν μπορούν να γενικευτούν λόγω του περιορισμένου δείγματος της έρευνας. Επιπλέον, εμφάνισαν αυξημένη αυτό-αποτελεσματικότητα μετά την εκπαίδευση και μεγαλύτερα κίνητρα για τη χρήση της εφαρμογής. Η παρούσα μελέτη υποδηλώνει μια αυξανόμενη ανάγκη για παρόμοιες σύγχρονες πρωτοβουλίες εκπαίδευσης της εκπαιδευτικής κοινότητας στο άμεσο μέλλον.


Abstract

This research explores teachers' training in using an adaptive gamification tool for teaching elementary science education concepts. Specifically, teachers in this study received training based on the Technological Pedagogical and Science Knowledge (TPASK) model to effectively employ an adaptive gamification environment in science education. The main objective was to assess teachers' perceptions of their preparedness, confidence, and motivation to integrate this digital tool into their classrooms before and after their training, as determined by questionnaires. Six teachers took part in the survey. The results indicate that teachers generally held an above-average perception of their TPASK-related abilities, with a notable improvement in their understanding of the adaptive gamification environment and its application in teaching. However, they cannot be generalized due to the small sample size. Furthermore, the teachers demonstrated increased self-efficacy following the training and greater motivation to use the application. Consequently, this study suggests a growing demand for similar training initiatives.


 

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