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Integration of Information and Communication Technologies in the teaching-learning process of biology within middle school education from Israel


Author: Badarne Ghalib
Degree:doctor of pedagogics
Speciality: 13.00.02 - Theory and Methodology of Instruction (on disciplines)
Year:2021
Scientific adviser: Vasile Grati
doctor habilitat, professor, Tiraspol State University
Institution: Tiraspol State University

Status

The thesis was presented on the 5 November, 2021
Approved by NCAA on the 22 December, 2021

Abstract

Adobe PDF document – 0.48 Mb / in romanian
Adobe PDF document – 0.44 Mb / in english

Thesis

CZU [37.016:57](569.4)+004.9(043..3)

Adobe PDF document 2.73 Mb / in romanian
178 pages

Keywords

information and communication technologies (ICT), biology, teaching and training, innovative pedagogy, motivation, gymnasium biology curriculum, secondary education in Israel, meaningful learning, competencies, teaching methods, methodology

Summary

Thesis structure: Abstract (in Romanian, Russian and English), abbreviations list, introduction, three chapters, general conclusions and recommendations, bibliography of 183 titles, 8 appendices, 125 pages of the main text, 21 tables, 15 figures. The research results are reflected in 8 scientific articles, of which 4 articles in scientific journals of categories B and C and 4 articles at national and international conferences.

Research goal: theoretical justification, development and validation of a pedagogical model for integrating ICT into the process of teaching-learning biology in gymnasium, meant to contribute to the progress of students' school results.

Research objectives: study of educational practices for the implementation and integration of ICT in learning environments; analysis of the advantages offered by ICT and arguing the need for their implementation in secondary education in biology; elaboration of a pedagogical model for the integration of ICT in the teaching-learning process of biology; revealing the methodological landmarks for implementing the elaborated pedagogical model; validation through pedagogical experiment of the efficiency of the pedagogical model of integration of information and communication technologies in the teaching-learning process of biology.

Novelty and scientific originality lie in the conceptual basis of the pedagogical model of integrating ICT into the process of teaching-learning biology with the help of theoretical and practical evidence that the use of ICT in teaching / contributes to: improving students' school results in biology; increasing motivation to learn biology and self-efficacy in learning; adopting the positive attitude of students towards the integration of ICT in the study of biology; optimal improvement on the dimensions of significant learning.

The result obtained that contributes to solving an important scientific problem consists in determination of the theoretical and methodological foundations of the effectiveness of the biology educational process in the gymnasium using ICT, which led to the theoretical justification and development of pedagogical model for integrating ICT into the teaching-learning process of biology. The theoretical significance of research consists in identifying, analysing and developing of the theoretical landmarks for the implementation of information and communication technologies in the biology teaching process; determining the theoretical-methodological foundations of the pedagogical model of integration of information and communication technologies in the teaching-learning process of biology.

The applicative value of the paper consists in the elaboration and experimental validation of the set of methodological and praxiological tools included in the pedagogical model of integration of information and communication technologies in the teaching-learning process of biology. The identified, developed and capitalized landmarks contributed to the increase of the school results in biology of the students from the middle school in Israel. The research carried out allowed to demonstrate the applicability in the educational practice in the classroom, of all pedagogical and technological tools concentrated in the pedagogical model developed and validated.

The implementation of the scientific results took place within the pedagogical experiment in which 145 students from the 9th grade from the Kafr Yasif secondary school, northern district, Israel were involved. Also, in the organization and conduct of the experiment were attended by 3 biology teachers who teach in the classes involved in the experiment, an informatics teacher and the school manager. The period of the experiment was 2017-2018.