You are here:

The Contribution of a Substance-Oriented Forum to the Study of Human Biology in Science Teacher Education
Article

, Beit Berl College, Israel ; , Bar Ilan University, Israel

Journal of Technology and Teacher Education Volume 12, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Today, forums constitute an integral part of almost all online courses in teacher education colleges. In many of these courses the forum serves for sharing opinions, attitudes, and feelings by the learners rather than for scaffolding cognitive processes. The forum in the “Human Biology and Health” course for prospective elementary-school science teachers was intended to engage exclusively with the subjects studied, thus becoming a “substance oriented” forum. This was achieved by providing the students with instructions for composing messages, which in turn, helped them to construct their own knowledge while learning the subject matter. Content analysis of the students' discourse in the forum revealed good comprehension of the subjects studied, although higher levels of cognitive skills expressed by reflection were only partially achieved. The findings show that by designing appropriate learning assignments for the forum its potential to augment understanding of content as well as to facilitate peer learning by mutual assistance can be realized.

Citation

Eilon, B. & Kliachko, S. (2004). The Contribution of a Substance-Oriented Forum to the Study of Human Biology in Science Teacher Education. Journal of Technology and Teacher Education, 12(1), 5-24. Norfolk, VA: Society for Information Technology & Teacher Education. Retrieved April 23, 2019 from .

Keywords

View References & Citations Map

References

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Examining Teachers’ Personal and Professional Use of Facebook: Recommendations for teacher education programming

    Trisha Steinbrecher, University of New Mexico, United States; Juliet Hart, Arizona State University, United States

    Journal of Technology and Teacher Education Vol. 20, No. 1 (January 2012) pp. 71–88

  2. Asynchronous Communication: Review of Literature

    Trish Steinbrecher, University of Kansas, United States

    Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 4341–4347

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.