Abstract:

Sciences education have not escaped the digital revolution. For example, the use of the computer in the collection and analysis of laboratory data allows the researcher to access theoretical behaviors inaccessible by formal means (Beaufils, 2005). This new way of teaching science require teachers to take on new roles and change their conceptions of the nature of science and the acquisition of scientific knowledge: engaging students in authentic science activities, guiding students through scientific collection and analysis of data, encourage collaboration between students, and to take ownership of the scientific projects in which they are involved (MEO , 2007; Crawford, 2000; Llewellyn, 2002). To meet these needs, we designed an interactive blended science learning WEB site called EDUSCIENCES through collaboration between Faculty of Education and Faculty of Engineering. We present here the various steps of development, implementation, and evaluation of the website.

As for the data collection and analysis methods, the participants were student teachers in the context of student teachers’ conference. The first group of participants was constituted of a small convenience sample of student teachers of physics at the high school. The next two groups were constituted with two convenience small samples of student teachers at the intermediate general science in junior high school science. As such we relied mainly on the observations written on the researcher diary as well as answers of participants to a questionnaire that evaluated their experience with EDUSCIENCES. The information gathered during these trials gave us valuable insight into usability of the platform as well as feedback on the platform and its usefulness in science education training, as well as suggestions for improvement.

As for results, the web platform EDUSCIENCES lends itself well to blended learning. The instructions for performing the experiments and answering the questions are easy for students to understand. The limits of the platform concern especially at the level of the manipulation of the instruments and the collection of the data which must be taken with concrete set-ups so that the software is especially intended for the learning in hybrid mode (combining the activities in class and online). Furthermore, its potential for training teachers in science pedagogy remains to be determined.

As for conclusion, the junior and high school science laboratory is ultimately the most challenging strategy for online science education. Since students are still at the concrete stage in secondary school, it is important to support their learning of abstract concepts of science through the manipulation of concrete objects as Piaget’s research had demonstrated (Domenico Meli, 2006). As such, it is important to see that in that case, hybrid learning provide the context and the opportunity to complement the activities online adding concreteness and interactivity. Although in embryonic stage, the study revealed the potential of technology not only to support the acquisition of inquiry strategies among students but help teachers to design the strategies that are supportive of learner in their attempt to understand properties of phenomena.

Keywords:

Hybrid learning, conceptual understanding, teacher training, secondary school science, science education.