Joke Voogt|Frank Tilya|Jan van den Akker
Science Teacher Learning of MBL-Supported Student-Centered Science Education in the Context of Secondary Education in Tanzania
University of Twente|University of Dar es Salaam|University of Twente
science teachers secondary schools tanzania offered inservice arrangement prepare integration technology studentcentered approach science teaching inservice arrangement consisted workshops educative curriculum materials used prepare teachers studentcentered education use application microcomputer based laboratories mbla specific technology application facilitating experiments science education quantitative qualitative data collected study whether inservice arrangement impacted teacher learning teacher learning determined three indicators 1 ability conduct mblsupported student centered science lessons 2 teachers reflection lessons 3 students perceptions classroom environment results research indicate teachers able integrate mbl science lessons acceptable level able create classroom environment appreciated students investigative openended