Using a Nonrestrictive Web-Based Forum to Promote Reflective Discourse with Preservice Science Teachers
Alec M. Bodzin, Lehigh University, United States ; John C. Park, North Carolina State University, United States
CITE Journal Volume 2, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The purpose of this study was to investigate the purposeful use of asynchronous telecommunications during the student teaching semester using a non-restrictive, public Web-based forum for facilitating reflective discourse with preservice science teachers using critical incidents in science teaching. Each week, 32 participants were required to place one forum posting to a "Critical Incidents in the Science Classroom" topic. Perceptions and attitudes regarding their experience discussing critical incidents on a Web-based forum were measured with a questionnaire consisting of open-ended questions, Likert-type attitudinal questions, and multiple choice type questions. Qualitative analysis and interviews were used to explore discourse patterns on the Web-based forum. Emerging themes from the data analysis included allowing a reflective practice of teaching, guidance and feedback, general advice and modeling pedagogical practices, seeking common meaning, and teaching approaches and decision making. Analysis indicated that implementing discussions of critical incidents in science teaching through computer conferencing provided an effective and efficient means of promoting reflective discourse with preservice science teachers.
Bodzin, A.M. & Park, J.C. (2002). Using a Nonrestrictive Web-Based Forum to Promote Reflective Discourse with Preservice Science Teachers. Contemporary Issues in Technology and Teacher Education, 2(3), 267-289. Norfolk, VA: Society for Information Technology & Teacher Education.
© 2002 Society for Information Technology & Teacher Education
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