Εκπαίδευση Εκπαιδευτικών στη χρήση προσαρμοστικής παιχνιδοποίησης στις Φυσικές Επιστήμες
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.
Keywords: Adaptive education, Teacher education, TPASK framework.
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