From Scientific Practice to High School Science Classrooms: Transfer of Scientific Technologies and Realizations of Authentic Inquiry

Autor/inn/en	Waight, Noemi; Abd-El-Khalick, Fouad
Titel	From Scientific Practice to High School Science Classrooms: Transfer of Scientific Technologies and Realizations of Authentic Inquiry
Quelle	In: Journal of Research in Science Teaching, 48 (2011) 1, S.37-70 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20393
Schlagwörter	Teacher Characteristics; Genetics; Biology; Science Teachers; Classrooms; Scientists; Teacher Educators; Science Instruction; Inquiry; Interviews; Observation; High Schools; Internet; Educational Environment; Databases; Scientific Concepts + Suchen Sie Ihr Suchwort? Humangenetik; Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Scientist; Wissenschaftler; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Beobachtung; High school; Oberschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Datenbank
Abstract	The Biology Workbench (BW) is a web-based tool enabling scientists to search a wide array of protein and nucleic acid sequence databases with integrated access to a variety of analysis and modeling tools. The present study examined the development of this scientific tool and its consequent adoption into the context of high school science teaching in the form of the Biology Student Workbench (BSW). Participants included scientists, programmers, science educators, and science teachers who played key roles along the pathway of the design and development of BW, and/or the adaptation and implementation of BSW in high school science classrooms. Participants also included four teachers who, with their students, continue to use BSW. Data sources included interviews, classroom observations, and relevant artifacts. Contrary to what often is advocated as a major benefit accruing from the integration of authentic scientific tools into precollege science teaching, classroom enactments of BSW lacked elements of inquiry and were teacher-centered with prescribed convergent activities. Students mostly were preoccupied with following instructions and a focus on science content. The desired and actual realizations of BSW fell on two extremes that reflected the disparity between scientists' and educators' views on science, inquiry science teaching, and the related roles of technological tools. Research on large-scale adoptions of technological tools into precollege science classrooms needs to expand beyond its current focus on teacher knowledge, skills, beliefs, and practices to examine the role of the scientists, researchers, and teacher educators who often are involved in such adoptions. (Contains 5 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10