Teachers' Perceptions of the Usage of Digital Contents on Intelligent Science Lab Platform for Science Class
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The rapid advancements in digital technologies and their integration into education havereshaped teaching and learning practices, particularly in science education. Despite theincreasing emphasis on digital tools like simulation content for inquiry-based learning,effectively utilizing these tools in schools remains challenging. This study aims to explorethe current usage and perceptions of the intelligent science lab platform and its simulationcontent among science teachers, identify key factors affecting its application, and suggeststrategies for improvement. The survey was conducted with 74 science teachers acrosselementary, middle, and high schools in South Korea, focusing on their experiences withthe platform and content characteristics to investigate teachers' perceptions of intelligentscience lab platform content. The collected data were analyzed using quantitative andqualitative methods to assess usage frequency, identify perceived advantages anddisadvantages, and explore improvement needs. The results revealed that many teachersdo not use the platform due to low usability and difficulties in lesson integration. Also, whilethe simulation content was recognized for its potential to support virtual science inquiry andsave time, it was criticized for insufficient implementation of inquiry activities and limitedrealistic experiences. However, teachers emphasized the need for simulation content thatis closely aligned with scientific inquiry, user-friendly, and has diverse themes and topicsin this survey. Also, it can be revealed that the balance of effectiveness and efficiency forscientific activity using simulation content is the most essential factor in the developmentof digital content. Consequently, providing assistance with scientific inquiry, enhancingusability, and improving learning motivation is essential to increasing the digital content'seffectiveness in supporting science education. Future research should further investigate theimpact of digital simulation tools on student engagement and learning outcomes to refinetheir development and application in educational settings.
Abstract
The rapid advancements in digital technologies and their integration into education havereshaped teaching and learning practices, particularly in science education. Despite theincreasing emphasis on digital tools like simulation content for inquiry-based learning,effectively utilizing these tools in schools remains challenging. This study aims to explorethe current usage and perceptions of the intelligent science lab platform and its simulationcontent among science teachers, identify key factors affecting its application, and suggeststrategies for improvement. The survey was conducted with 74 science teachers acrosselementary, middle, and high schools in South Korea, focusing on their experiences withthe platform and content characteristics to investigate teachers' perceptions of intelligentscience lab platform content. The collected data were analyzed using quantitative andqualitative methods to assess usage frequency, identify perceived advantages anddisadvantages, and explore improvement needs. The results revealed that many teachersdo not use the platform due to low usability and difficulties in lesson integration. Also, whilethe simulation content was recognized for its potential to support virtual science inquiry andsave time, it was criticized for insufficient implementation of inquiry activities and limitedrealistic experiences. However, teachers emphasized the need for simulation content thatis closely aligned with scientific inquiry, user-friendly, and has diverse themes and topicsin this survey. Also, it can be revealed that the balance of effectiveness and efficiency forscientific activity using simulation content is the most essential factor in the developmentof digital content. Consequently, providing assistance with scientific inquiry, enhancingusability, and improving learning motivation is essential to increasing the digital content'seffectiveness in supporting science education. Future research should further investigate theimpact of digital simulation tools on student engagement and learning outcomes to refinetheir development and application in educational settings.
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