A Self-Study of the Role of Technology in Promoting Reflection and Inquiry-Based Science Teaching |
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| Authors: | Brenda M Capobianco |
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| Institution: | (1) Department of Curriculum and Instruction, Purdue University, Beering Hall, 100 North University Street, West Lafayette, IN, 47907-2098, U.S.A |
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| Abstract: | This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods
course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series
of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative
assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's
own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific
inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling
for them the development of professional practical knowledge allow them to address the uncertainties in their own learning
about using technology for inquiry-based science teaching. |
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