Abstract
We have researched teachers’ needs for a MBL guide through Web-based MBL guide design and development process. In-service teachers (N=23) were asked to write their ideas about MBL, three student teachers were interviewed and five student teachers and a training school teacher were asked to evaluate a designed prototype. We used a phenomenographical approach on data analysis. Teachers need an MBL guide that offers guidance for different pedagogical approaches. They wish for sample experiments that are not only recipes, but well stated chemically, physically and, especially, pedagogically. Furthermore, a guide has to introduce novel — computer aided — ways to do practical work.
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Juuti, K., Lavonen, J., Meisalo, V. (2003). Phenomenographical Approach to Design for a Hypertext Teacher’s Guide to MBL. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_35
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DOI: https://doi.org/10.1007/978-94-017-0165-5_35
Publisher Name: Springer, Dordrecht
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