Exploring the Influence of Science Teachers Conceptions of Teaching and Learning on Technology-Enhanced Instructional Strategies

Abstract

This study aimed to explore science teachers’ conceptions of teaching and learning and to understand how these conceptions influence technology-enhanced instructional strategies. The sample consisted of 83 science teachers who responded to a questionnaire designed to measure their conceptions of teaching and learning and their frequent utilization of technology-enhanced instructional strategies. The collected data were analysed using various statistical methods such as descriptive statistics, correlation, and multivariate analysis of variance. Findings revealed that science teachers hold moderately traditional and highly exploratory, and constructive conceptions of teaching and learning. Participants demonstrated a high utilization of technology-based teaching strategies, such as technologyassisted instruction and multimedia. In addition, some teaching strategies, such as virtual laboratories and flipped classrooms, are still utilized by discovery-oriented and constructivist teachers. The study highlights the interplay between science teachers’ conceptions of teaching and learning and their use of technologyenhanced instructional strategies.