2 Technology should address worthwhile science with appropriate pedagogy (method and practice of teaching) During modelling effective

ive science teaching, content based activities should be used with technology. To make learning of worthwhile science concepts, process skills and also reflects the nature of science. Technology must make connection to students prior knowledge (experiences) and must promote students centred, inquiry based learning that supports scientific curricular goals. Technology should be used for developing concepts, process skill and habits of mind not simply because technology makes it possible Technological support for inquiry based learning involves the usage of many applications e.g use of microcomputer based probeware to collect data and then using power point or spread sheet can present the result and students can identify the trends, categories or make comparison. So students learn a bundle of applications at the same time the various steps involved in scientific methods in the context of inquiry based learning. Modelling the use of technology in the context of learning science is critical in teacher education because teachers, teach the way they were taught. Teachers need to see specific examples where technology can be used to enhance science instructions before they can hope to integrate technology in their own instruction.

4 Technology should make scientific views more accessible Many scientific concepts are difficult for students to understand due to the complexity and abstract nature of it. Learning science is not consistent due to the students own concepts that are built from everyday experiences. Developing the skills for making scientific view more accessible is to be included in pedagogical content knowledge. Technologies have the potential to make scientific concepts more accessible through visualization, modelling and multiple representations. Eg. Kinetic molecular theory students can understand this theory if they see and can change the molecules under a variety of conditions. These activities encourage students to pose questions, try out ideas, and draw conclusions. So in pedagogical task it is important to select the appropriate teaching strategies to address these abstract concepts. Digital technology is a good option for this. Even though simulation can be a powerful tool for learning science students must not mistake a simulation which meant to make a concept more accessible-for the actual phenomena. Its only a model Therefore it is important preservice teachers to be given opportunities to reflect on scientific models.