The use of technology-supported teaching and learning in education has moved from a position of marginal interest towards a fundamental ingredient in the experience of many educational systems worldwide. Virtual learning environments (VLEs) offer a chance for such change. In this study the authors report on the results of using a discussion tool in a virtual learning environment in order to investigate the effect it can have on developing in-service science teachers' critical thinking skills.
The study was applied in the Egyptian context using a quasi-experimental design, where pre and post instruments were administered to the participants. Participants were randomly appointed to one of the following two groups, experimental group or control group. The content presented via the VLE was mainly about teaching science with the support and use of technology. This was to help shift teaching from a traditional teacher-centered approach to a contemporary student-centered approach, where students are actively involved in their learning.
Data analysis using Statistical Package for the Social Sciences (SPSS) show that the experimental group, who used the discussion tool in the VLE, scored higher on the post critical thinking scale on issues related to teaching science with technology, compared to those in the control group. These results suggest that the dependent variable, namely critical thinking, was specifically affected by the design of the study, that is the effect of the discussion tool. The study ended with recommendations and implications for future studies in Egypt and elsewhere.