Enhancing science teachers’ science process skills using technology-driven interdisciplinary project-based learning

- Pacala, Frank Angelo (orcid.org/0000-0001-5774-0008) (2025) Enhancing science teachers’ science process skills using technology-driven interdisciplinary project-based learning Information Technologies and Learning Tools, 3 (107). pp. 207-221. ISSN 2076-8184

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Abstract

Recognizing the necessity for robust Continuing Professional Development (CPD) programs, the Programme for International Student Assessment (PISA) recommended such initiatives in light of the 2022 results to improve the quality of science education. This study responds to that need by assessing the effectiveness of a CPD program aimed at technology-driven, interdisciplinary project-based learning (PBL) to enhance the science process skills of in-service science teachers in the Kashkadardya Region of Uzbekistan. The research employed a sequential explanatory mixed-methods design. The study unfolded in two phases using this design. The quantitative phase involved pre-tests and post-tests, while the qualitative design incorporated phenomenology. Results from the quantitative phase indicated a significant improvement in teachers' science process skills, evidenced by paired t-test results and a notable effect size, confirming the enhancement of these skills. The qualitative findings revealed three primary themes: the seamless integration of scientific practices into PBL, fostering supportive collaboration and teamwork, and the augmented ability of teachers to deliver effective science education. Employing tools like Canva, menti.com, and YouTube within the CPD program proved beneficial for promoting experiential learning, creative engagement, and collaborative problem-solving. These findings emphasize the importance of integrating science process skills within interdisciplinary and inquiry-based frameworks that encourage critical thinking and real-world applications. This research underscores the vital importance of CPD in advancing science education and urges policymakers and educational institutions to prioritize such programs. The CPD program can be implemented in other regions of Uzbekistan and around the world to strengthen science teachers’ process skills. Various educational institutions can adopt the CPD framework and incorporate it into their future in-service training programs.

Item Type:	Article
Keywords:	Canva; menti.com; project-based learning; continuing professional development; science process skills; mixed-method design.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.09 Organization of instruction Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 5 Мathematics. natural sciences
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	22 Sep 2025 09:30
Last Modified:	22 Sep 2025 09:30
URI:	https://lib.iitta.gov.ua/id/eprint/746649

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