Teachers' beliefs and their intention to use interactive simulations in their classrooms

dc.creator	Jeanne Kriek
dc.creator	Gerrit Stols
dc.date	2010-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:32:53Z
dc.date.available	2015-07-20T22:32:53Z
dc.identifier	0256-0100
dc.identifier	2076-3433
dc.identifier	https://doaj.org/article/abd35939dc6844f39be01a6b1b8b42c9
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22595
dc.description	In this pilot study, we sought to examine the influence of the beliefs of Grade 10 to 12 physical science teachers on their intended and actual usage of interactive simulations (Physics Education Technology, or PhET) in their classrooms. A combination of the Theory of Planned Behaviour, the Technology Acceptance Model and the Innovation Diffusion Theory was used to examine the influence of teachers' attitudes, subjective norms and perceived behavioural control on their intention to use simulations in their classrooms. Using regression and factor analyses, it was found that beliefs about the perceived usefulness and the pedagogical compatibility of PhET have a significant effect on teachers' attitude towards the use of the simulations in their classrooms. The expectations of the teachers' colleagues contribute to the subjective norm of these teachers. The regression and partial correlation result also highlights the importance of teachers' general technology proficiency. Although we were not able to confirm a direct link between attitudes, subjective norm, perceived behavioural control, and the teachers' behaviour intention we show the influence of behaviour intention on the actual use of the simulations with an accuracy of 70.83%.
dc.language	English
dc.publisher	Education Association of South Africa (EASA)
dc.relation	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002010000300007
dc.relation	https://doaj.org/toc/0256-0100
dc.relation	https://doaj.org/toc/2076-3433
dc.source	South African Journal of Education, Vol 30, Iss 3, p 0 (2010)
dc.subject	interactive simulations
dc.subject	PhET project
dc.subject	physics
dc.subject	teacher beliefs
dc.subject	Theory of Planned Behaviour
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Teachers' beliefs and their intention to use interactive simulations in their classrooms
dc.type	article