Abstract
This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b) establishing content validity with both national and international content experts, (c) refining the item pool based on content expert feedback, (d) piloting testing of the instrument, (e) checking statistical reliability and item analysis, and (f) subsequently refining and finalization of the instrument. The TUSI was administered in a field test across eleven classrooms by three observers, with a total of 33 TUSI ratings completed. The finalized instrument was found to have acceptable inter-rater intraclass correlation reliability estimates. After the final stage of development, the TUSI instrument consisted of 26-items separated into the original five categories, which aligned with the exploratory factor analysis clustering of the items. Additionally, concurrent validity of the TUSI was established with the Reformed Teaching Observation Protocol. Finally, a subsequent set of 17 different classrooms were observed during the spring of 2011, and for the 9 classrooms where technology integration was observed, an overall Cronbach alpha reliability coefficient of 0.913 was found. Based on the analyses completed, the TUSI appears to be a useful instrument for measuring how technology is integrated into science classrooms and is seen as one mechanism for measuring the intersection of technological, pedagogical, and content knowledge in science classrooms.
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs10956-012-9415-7/MediaObjects/10956_2012_9415_Fig1_HTML.gif)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs10956-012-9415-7/MediaObjects/10956_2012_9415_Fig2_HTML.gif)
![](http://media.springernature.com/m312/springer-static/image/art%3A10.1007%2Fs10956-012-9415-7/MediaObjects/10956_2012_9415_Fig3_HTML.gif)
Similar content being viewed by others
References
Abd-El-Khalick F, Bell R, Lederman N (1998) The nature of science and instructional practice: making the unnatural natural. Sci Educ 82(4):417–436
Adamson AE, Banks D, Burtch M, Cox F III, Judson E, Turley JB, Benford R, Lawson AE (2003) Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement. J Res Sci Teach 40(10):939–958
American Association for the Advancement of Science (1993) Benchmarks for science literacy. Author, Washington, DC
American Association for the Advancement of Science (2001) Atlas for scientific literacy. AAAS, Washington, DC
American Association for the Advancement of Science (2007) Atlas for scientific literacy, vol 2. AAAS, Washington, DC
American Association for the Advancement of Science (AAAS) (1989) Science for all Americans. Oxford University Press, New York
Anastopoulou S, Sharples M, Ainsworth S, Crook C, O’Malley C, Wright M (2012) Creating personal meaning through technology-supported science inquiry learning across formal and informal settings. Int J Sci Educ 34(2):251–273
Ball DL, Cohen DK (1999) Develo** practice, develo** practitioners: toward a practice-based theory of professional development. In: Darling-Hammond L, Skyes G (eds) Teaching as the learning professional: handbook of policy and practice. Jossey-Bass, San Francisco, pp 3–32
Bell R, Gess-Newsome J, Luft J (2008) Technology in the secondary science classroom. NSTA Press, Arlington, VA
Bull G, Bell L (2009) TPACK: a framework for the CITE Journal. Contemp Issues Technol Teacher Educ 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/editorial/article1.cfm
Campbell T, Bohn C (2008) Science laboratory experiences of high school students across one state in the U.S.: descriptive research from the classroom. Sci Educ 17(1):36–48
Campbell T, Neilson D (2009) Student ideas and inquiries: investigating friction in the physics classroom. Sci Act 46(1):13–16
Campbell T, Abd-Hamid N, Chapman H (2010) Development of instruments to assess teacher and student perceptions of inquiry experiences in science classrooms. J Sci Teacher Educ 21(1):13–30
Catley L and Reiser (2005). Tracing a prospective learning progression for develo** understanding of evolution. Paper Commissioned by the National Academies Committee on Test Design for K-12 Science Achievement. http://www7.nationalacademies.org/bota/Evolution.pdf
Costello AB and Osborne JW (2005) Best practices in exploratory factor analysis: four recommendations for getting the most from your analysis. Pract Assess Res Evalu 10(7). Available online: http://pareonline.net/getvn.asp?v=10&n=7
Ebenezer J, Osman NK, Devairakkam L (2011) Engaging students in environmental research projects: perceptions of fluency with innovative technologies and levels of scientific inquiry abilities. J Res Sci Teach 48(1):98–116
Flick L, Bell R (2000) Preparing tomorrow’s science teachers to use technology: Guidelines for science educators. Contemporary Contemp Issues Technol Teacher Educ [Online serial] 1 (1). Available: http://www.citejournal.org/vol1/iss1/currentissues/science/article1.htm
Flick LB, Sadri P, Morrell PD, Wainwright C, Schepige A (2009) Analysis of university teaching in science and mathematics undergraduate courses. School Sci Mathem 109(4):197–211
Gess-Newsome J, Lederman NG (1995) Biology teachers’ perceptions of subject matter structure and its relationship to classroom practice. J Res Sci Teach 32:301–325
Gorsuch RL (1983) Factor analysis, 2nd edn. Erlbaum, Hillsdale, NJ
Gorsuch R (2003) Factor analysis. In: Weiner IB, Freedheim DK, Schinka JA (eds) Handbook of psychology. Wiley, Hoboken, NJ, pp 143–164
Guzey SS, Roehrig GH (2009) Teaching science with technology: case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemp Issues Technol Teacher Educ 9(1):25–45
Johnston A (2008) Demythologizing or Dehumanizing? A response to settlage and the ideals of open inquiry. J Sci Teacher Educ 19:11–13
Koehler M, Mishra P (2005) What happens when teachers design educational technology? The development of technological pedagogical content knowledge. J Educ Comput Res 32(2):131–152
Koehler M, Mishra P (2008) Introducing TPCK. In: AACTE Committee on Innovation and Technology (ed) Handbook of technological pedagogical content knowledge (TPCK) for educators. Routledge, New York, pp 3–31
Koehler MJ, Mishra P (2009) What is technological pedagogical content knowledge? Contemp Issues Technol Teacher Educ 9(1):60–70
Lederman N (2000) Technocracizing science teaching and learning: a response to Flick and Bell. Contemp Issues Technol Teacher Educ [Online serial], 1 (1). Available: http://www.citejournal.org/vol1/iss1/currentissues/science/article2.htm
Lee VR, Thomas JM (2011) Integrating physical activity data technologies into elementary school classrooms. Educ Tech Res Dev 59(6):865–884
Leong F, Austin J (2006) The psychology research handbook: a guide for graduate students and research assistants, 2nd edn. Sage Publications, Thousand Oaks, CA
Luppicini R (2005) A systems definition of educational technology in Society. Educ Technol Soc 8(3):103–109
Marshall JC, Smart J, Horton RM (2010) The design and validation of EQUIP: an instrument to assess inquiry-based instruction. Int J Sci Math Educ 8(2):299–321
McComas W (2004) Keys to teaching the nature of science. Sci Teacher 71(9):24–27
McCrory R (2008) Science, technology, and teaching: the topic-specific challenges of TPCK in science. In AACTE Committee on Innovation and Technology (ed). Handbook of technological pedagogical content knowledge (TPCK) for educators. Routledge, New York, pp 193–206
Mishra P, Koehler MJ (2006) Technological pedagogical content knowledge: a new framework for teacher knowledge. Teachers College Record 108(6):1017–1054
National Council of Teachers of Mathematics (NCTM) (2000) Principles and standards for school mathematics. NCTM, Reston, VA
National Research Council (2008) Ready, set, science: putting research towork in K-8 science classrooms. National Academy Press, Washington, DC
National Research Council (2011) A framework for K-12 science education: practices, crosscutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. The National Academies Press, Washington, DC
National Research Council (NRC) (1996) National science education standards. National Academy Press, Washington, DC
National Research Council (NRC) (2005) America’s lab report: investigations in high school science. National Academy Press, Washington, DC
National Research Council (NRC) (2007) Taking science to school: learning and teaching science in grades K-8. National Academy Press, Washington, DC
National Science Teachers Association (NSTA) (1998) NSTA position statement: The National Science Education Standards: a vision for the improvement of science and learning. Sci Scope 65(5):32–34
National Science Teachers Association (NSTA) (2004) NSTA position statement. Sci Inq. Retrieved 22 Dec 2006, from http://nsta.org/positionstatement&psid=43
Nunnally JC, Bernstein IH (1994) Psychometric theory, 3rd edn. McGraw-Hill, New York
O’Sullivan CY, Weiss AR (1999) Student work and teacher practices in science. US Department of Education. Office of Educational Research and Improvement. National Center for Education Statistics. NCES 1999–455
Park H, Khan S, Petrina S (2009) ICT in science education: a quasi-experimental study of achievement, attitudes toward science, and career aspirations of Korean middle school students. Int J Sci Educ 31(8):993–1012
Perkins-Gough D (2006/2007) Understanding the scientific enterprise: a conversation with Alan Leshner. Educ Leadersh 64(4):8–15
Piburn M, Sawada D, Turley J, Falconer K, Benford R, Bloom I, Judson E (2000). Reformed teaching observation protocol (RTOP): reference manual (ACEPT technical report no. INOO-3). Arizona Collaborative for Excellence in the Preparation of Teachers, Tempe, AZ (Eric Document Reproduction Service, ED 447 205)
Putnam RT, Borko H (2000) What do new views of knowledge and thinking have to say about research on teacher learning? Educ Res 29(1):4–15
Sawada D, Piburn M, Judson E, Turley J, Falconer K, Benford R, Bloom I (2002) Measuring reform practices in science and mathematics classrooms: the reformed teaching observation protocol. School Sci Math 102(6):245–253
Schneider RM, Krajick J, Blumenfeld P (2005) Enacting reform-based science materials: the range of teacher enactments in reform classrooms. J Res Sci Teach 42(3):283–312
Shrout PE, Fleiss JL (1979) Intraclass correlations: uses in assessing rater reliability. Psychol Bull 86:420–428
Shulman LS (1987) Knowledge and teaching: foundations of the new reform. Harv Educ Rev 57:1–22
Smith CL, Wiser M, Anderson CW, Krajcik J (2006) FOCUS ARTICLE: implications of research on children’s learning for standards and assessment: a proposed learning progression for matter and the atomic-molecular theory. Measurement 4(1/2):1–98
Soong B, Mercer N (2011) Improving students’ revision of physics concepts through ICT-based co-construction and prescriptive tutoring. Int J Sci Educ 33(8):1055–1078
SPSS (2007) Statistical package for the social sciences for windows, Rel. 16.0.1. 2007. SPSS Inc., Chicago
Tabachnick BG, Fidell LS (2001) Using multivariate statistics. Allyn and Bacon, Boston
Wainwright C, Flick LB, Morrell P (2003) Development of instruments for assessment of instructional practices in standards-based teaching. J Math Sci Collab Explor 6:21–46
White BY, Frederiksen JR (1998) Inquiry, modeling, and metacognition: making science accessible to all students. Cogn Instr 16(1):3–118
Windschitl M (2003) Inquiry projects in science teacher education: what can investigative experiences reveal about teacher thinking and eventual classroom practice? Sci Educ 87(1):112–143
Windschitl M, Thompson J, Braaten M (2008) Beyond the scientific method: model-based inquiry as a new paradigm of preference for school science investigations. Sci Educ, Published Online. doi:10.1002/sce.20259
Wu H (2010) Modelling a complex system: using novice-expert analysis for develo** an effective technology-enhanced learning environment. Int J Sci Educ 32(2):195–219
Zhang D, Campbell T (2011) The psychometric evaluation of a three-dimension elementary science attitude survey. J Sci Teacher Educ Elem Sci Educ 22(7):595–612. doi:10.1007/s10972-010-9202-3
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Campbell, T., Abd-Hamid, N.H. Technology Use in Science Instruction (TUSI): Aligning the Integration of Technology in Science Instruction in Ways Supportive of Science Education Reform. J Sci Educ Technol 22, 572–588 (2013). https://doi.org/10.1007/s10956-012-9415-7
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-012-9415-7