TEACHERS’ ATTITUDES TOWARD COMPUTER-ASSISTED INSTRUCTION IN SCIENCE TEACHING
Intensive development of information technologies, which has marked the last two decades, affects all areas of human activity, and hence the innovation of educational activities. In order to modernize the current education system in the Republic of Serbia, and make it more flexible and accessible to pupils, there have been started the implementation of new teaching models such as the Computer-Assisted Instruction (CAI) using software. What will be the effect of Computer-Assisted Instruction using software in education largely depends on the skills, knowledge and attitudes of teachers on its implementation. The aim of this paper was to examine general attitudes of elementary school teachers on the application of Computer-Assisted Instruction using software in teaching Sciences (Biology, Chemistry, Physics and Geography). In addition, the research examined a relationship among the general teachers’ attitudes toward CAI in Science teaching and three independent variables: teaching experience, the teachers’ use of computer in science teaching, and their competence to use modern teaching aids in the teaching process. The research included 196 elementary school Science teachers from Serbia.
The findings suggest that the teachers have had general positive attitudes concerning the application of CAI on the improvement of science teaching. There is a tendency in elementary schools that the number of teachers who express doubts in contribution of CAI on raising the quality of teaching increases with the years of work experience. Teachers who are better trained to use modern teaching aids in the teaching process, and often use computers in their teaching, have more confidence in the enforcement and contribution of CAI on the increase of the pupils' knowledge in the field of natural sciences. The results of this research are positively correlated with other studies in this field.