Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study

Autor/inn/en	Williams, Michelle; Linn, Marcia C.; Ammon, Paul; Gearhart, Maryl
Titel	Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study
Quelle	In: Journal of Science Education and Technology, 13 (2004) 2, S.189-206 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1023/B:JOST.0000031258.17257.48
Schlagwörter	Science Instruction; Inquiry; Educational Technology; Case Studies; Urban Schools; Educational Change; Grade 5; Internet; Teaching Methods; Reflective Teaching; Units of Study; Elementary School Teachers; Science Curriculum + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; School year 05; 5. Schuljahr; Schuljahr 05; Teaching method; Lehrmethode; Unterrichtsmethode; Lerneinheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This paper reports on a 2-year study designed to investigate the trajectory of change in an urban 5th grade teacher as she introduces science inquiry using the Web-Based Inquiry Science Environment (WISE). Data for this study included videotapes and transcripts of classroom instruction, and audiotapes and transcripts of interviews conducted with the teacher as she was implementing the curriculum. We also conducted retrospective interviews that enabled us to validate our account of the observational-based changes in the teacher's practices. The results suggest that the teacher's classroom practices shifted over time, from a greater focus on logistics to more of an inquiry orientation. The results further suggest that this shift can be attributed to repeated opportunities to teach a WISE curricular unit. They also show that support from the curriculum and other professionals, allowed the teacher to reflect on how her practices support students' learning. (Author).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10