Literaturnachweis - Detailanzeige
| Autor/inn/en | Sungur Gül, Kibar; Ates, Hüseyin |
|---|---|
| Titel | An Examination of the Effect of Technology-Based STEM Education Training in the Framework of Technology Acceptance Model |
| Quelle | In: Education and Information Technologies, 28 (2023) 7, S.8761-8787 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Sungur Gül, Kibar) ORCID (Ates, Hüseyin) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-022-11539-x |
| Schlagwörter | Technology Uses in Education; Computer Attitudes; Adoption (Ideas); STEM Education; Preservice Teachers; Science Teachers; Intention; Usability; Attitude Measures; Test Validity; Test Reliability |
| Abstract | The aim of this study is threefold: (1) to present a valid and reliable scale in the framework of the Technology Acceptance Model; (2) to reveal factors affecting pre-service science teachers' intentions to use technology-based STEM; (3) to examine the effect of technology-based STEM education training on pre-service science teachers' perceived ease of use, perceived usefulness, attitude, and intention. This study has two sections. Study 1 defined the reliability and validity of the Technology Based-STEM Intention Scale (TB-STEMIS) in the framework of the Technology Acceptance Model (TAM) with pre-service science teachers in Turkey. Study 2 examined the pre-service science teachers' intentions to use technology-based STEM and the impact of technology-based STEM education training on pre-service science teachers' intentions concerning the TAM model. The results of the study revealed that the proposed model tested after STEM training is superior to the before STEM training. Findings also indicated that technology-based STEM education training had a positive effect on pre-service science teachers' perceived ease of use, perceived usefulness, attitude, and intention to use the technology-based STEM education. Finally, implications were discussed and recommendations were found for further studies in line with the limitations. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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