Use of the MOOC for a Change of Attitude Towards Science and its Teaching

  • Rajaa Aoulad Moussa Interdisciplinary laboratory of Research in Pedagogic Engineering ENS-Tétouan, Morocco
  • Mourad Madrane Interdisciplinary laboratory of Research in Pedagogic Engineering ENS-Tétouan, Morocco
  • Rachid Janati-Idrissi Interdisciplinary laboratory of Research in Pedagogic Engineering ENS-Tétouan, Morocco
  • Mohammed Laafou Interdisciplinary laboratory of Research in Pedagogic Engineering ENS-Tétouan, Morocco
Keywords: platform, science, Change of attitude, Science teachers, online training, primary education

Abstract

This work describes conceptual changes in science and its teaching; Observed among 200 primary school teachers after the application of a didactic proposal (on-line training).

We used a platform as training and learning space to apply the didactic proposal.

Attitudes were assessed by means of an instrument, applied before and after the proposal. The instrument included the three traditional components of attitude (cognitive, affective and active) across different scales, semantic differential and forced option reagents. The results of the preliminary survey, carried out before the didactic intervention, revealed that primary school teachers have notions, emotions and actions, which translate into unfavorable attitudes towards natural sciences, which directly affect their teaching practice.

After the application of online training, it was obvious both qualitatively and quantitatively a positive change in the attitudes of teachers towards science and its teaching.

 

References

(1) Superior Council of Education, "Analytical Report," MOROCCO, 2009.

(2) J BENNET, "The development and use of an instrument to assess students’ attitude to study of chemistry," International Journal of Science Education, pp. 833-845, 2001.

(3) Noman REID and Elena A SKYABINA, "Attitudes towards Physics," Research in Science & Technological Education, vol. 20, pp. 67-81, 2002.

(4) Frank E CRAWLEY and Annette E COE , "Determinants ofmiddle school students’ intention to enrol in a high school science : an application of the theory of reasoned action," Journal of research in science teaching, vol. 27, pp. 461- 476, 1990.

(5) Thomas R Koballa, "Attitude and relatedconcepts in science education," Science Education, vol. 72, no. 2, pp. 115-126, 1988.

(6) Abdeljalil Métioui and Louis Trudel. (2009) Revue permanente en ligne des utilisateurs des technologies de l’information et de la communication. [Online]. HYPERLINK "http://isdm.univ-tln.fr/PDF/isdm39

/Article_Isdm_Ticemed09_Metioui_Trudel_PhB%20ok.pdf" http://isdm.univ-tln.fr/PDF/isdm39/Article_Isdm_Ticemed09_Metioui_Trudel_PhB%20ok.pdf

(7) Fouad Chafiqi and A Alagui , "Réforme éducative au Maroc et refonte des curricula dans les disciplines scientifiques," Carrefours de l'éducation, pp. 29-50, 2011.

(8) ABD-EL-KHALIC, F.; LEDERMAN, N.G, "Improving science teachers’ conceptions of the nature of science: A critical review of the literature," International Journal of Science Education 22, pp. 665-701, 2000.

(9) Jacques Desautels and Marie Larochelle, Autour de l’idée de science.: De Boeck-Wesmael, 1992.

(10) ARIZA R PORLAN , GARCIA E GARCIA , and GARCIA RIVERO , "Porlan Ariza, P., & al. (1998).Les obstacles à la formation professionnelle des professeurs en rapport avec leurs idées sur la science, l’enseignement et l’apprentissage," Aster, pp. 207-235, 1998.

(11) Ezio Roletto, "La science et les connaissances scientifiques," Aste, no. 26, pp. 11-30, 1998.

(12) Rajaa AOULAD MOUSSA, Mourad MADRANE, Rachid JANNATI-IDRISSI, and Mouhamed LAAFOU, ENJEUX DE LA FORMATION INITIALE DES FUTURS ENSEIGNANTS DES SCIENCES AU PRIMAIRE, Avril 8-9, 2016.“unpublished”

(13) Duit Reinders and David F Treagust, "Conceptual change: A powerful framework for improving science teaching and learning," International Journal of Science Education, vol. 25, no. 6, pp. 671-688, 2003.

(14) Commission Européenne EUR22845, "- L’enseignement scientifique aujourd’hui: une pédagogie renouvelée pour l’avenir de l’Europe Luxembourg," Office des publications officielles des Communautés européennes, 2007.

(15) D. HODSON, "In search of a meaninful relationship: an exploration of some issues relating to integration in science and science education," International Journal of Science education, pp. 541-562, 1992.

(16) Melody M Tsang, Ho Shu-Chun, and Liang Ting-Peng, "Consumer Attitudes Toward Mobile Advertising:An Empirical Study," International Journal of Electronic Commerce, vol. 8, no. 3, pp. 65–78, 2004.

(17) Mohamed Chekour , Mohaamed Al Achhab, and Mohamed Laafou, "Integration of Blended Learning in Teaching Computer Science in Moroccan High Schools," International Journal of Computer Technology and, vol. 4, no. 6, 2013.

(18) Marc Walckiers and Thomas De Praetere, "L’apprentissage collaboratif en ligne, huit avantages qui en font un must. Distances et savoirs," vol. 2, no. 1, pp. 53-75, 2004.

(19) J BENNETT, "Science with attitude: the perennial problem of pupils’ responses to science," School Science Review, pp. 59-70, 2001.

(20) Jacques Desautels and Marie Larochelle, "Qu'est-ce que le savoir scientifique?," de la Pensée Éducative, pp. 96-98, 1993.

(21) "Relationships between a teacher’s background and sensed adequacy to teach elementary science," Journal of Research in Science Teaching, vol. 12, pp. 85-88, 1975.

(22) Sébastien George, Gaëlle Molinari, Chihab Cherkaou, "Le réseau social Face-book comme support d'apprentissage pour les étudiants universitaires.," in 7ème Conférence sur les Environnements Informatiques pour l'Apprentissage Humain,

Agadir, 2015, pp. 102-113.

(23) LAROCHELLE M.in collaboration with PÉPIN Y DÉSAUTELS J., "Étude de la pertinence et de la viabilité d'une stratégie de formation à l'enseignement des sciences. ," Ottawa, 1994.

Published
2017-09-01
How to Cite
Aoulad Moussa, R., Madrane, M., Janati-Idrissi, R., & Laafou, M. (2017). Use of the MOOC for a Change of Attitude Towards Science and its Teaching. Transactions on Machine Learning and Artificial Intelligence, 5(4). https://doi.org/10.14738/tmlai.54.3223
Section
Special Issue : 1st International Conference on Affective computing, Machine Learning and Intelligent Systems