Search results for author:"Paul G. Wolf"
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Journal of Science Education and Technology Vol. 19, No. 5 (October 2010) pp. 505–511
This position paper proposes the enhancement of teacher and student learning in science classrooms by tapping the enormous potential of information communication and technologies (ICTs) as cognitive tools for engaging students in scientific inquiry. ...
An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development
International Journal of Science Education Vol. 36, No. 11 (2014) pp. 1815–1848
This research examines how science teaching orientations and beliefs about technology-enhanced tools change over time in professional development (PD). The primary data sources for this study came from learning journals of 8 eighth grade science...
Research in Science Education Vol. 43, No. 5 (October 2013) pp. 2035–2057
This qualitative study examines teacher orientations and technology-enhanced tools for student learning within a science literacy framework. Data for this study came from a group of 10 eighth grade science teachers. Each of these teachers was a...
Multi-Year Professional Development Grounded in Educative Curriculum Focused on Integrating Technology with Reformed Science Teaching Principles
School Science and Mathematics Vol. 116, No. 8 (2016) pp. 430–441
Visions of science teaching and learning in the newest U.S. standards documents are dramatically different than those found in most classrooms. This research addresses these differences through closely examining one professional development (PD)...