Effects of Integrating Hypermedia into Elementary Science Professional Development on Science Content Knowledge |
| |
| Authors: | Email author" target="_blank">Richard?HartshorneEmail author |
| |
| Institution: | (1) Department of Educational Leadership, University of North Carolina at Charlotte, Charlotte, North Carolina |
| |
| Abstract: | Past research has indicated that a number of problems in the teaching of science in elementary classrooms are rooted in the
preparation of inservice teachers. One continuing concern is elementary teachers' lack of science content knowledge. As indicated
by numerous research studies reporting positive results, one method of addressing these problems is through inservice teacher
professional development workshops. While improved content knowledge has been reported as a positive result of professional
development workshops, elementary science workshops have not resulted in the same success levels as other subject areas. One
method of addressing some of the deficiencies in elementary science professional development workshops is with the integration
of hypermedia into the professional development environment. This study examined whether the integration of hypermedia into
elementary science professional development workshops resulted in greater increases in the science content knowledge of elementary
teachers of science than traditional methods of elementary science professional development workshops. Workshops that integrated
hypermedia into the professional development environment resulted in a significant increase in inservice elementary teachers'
science content knowledge, when compared to the control group. However, when compared to the experimental group that participated
in workshops without hypermedia, however, there was no significant difference in increases of science content knowledge. Implications
of these outcomes are discussed. |
| |
| Keywords: | hypermedia elementary science professional development content knowledge |
| 本文献已被 SpringerLink 等数据库收录！ |
|
