Using a Web-Based Task To Make Prospective Elementary Teachers' Personal Theorizing about Science Teaching Explicit
PROCEEDINGS
Lucy Avraamidou, Carla Zembal-Saul
Association for the Education of Teachers of Science Annual Meeting,
Abstract
In this study, hypermedia technology was used to support prospective elementary teachers in publicly articulating their personal pedagogical theories, revisiting and revising them over time in light of new experiences and learning within the context of an innovative teacher preparation program. Given the need to incorporate opportunities for engaging prospective teachers in reflection and making their personal theorizing explicit and the potential of hypermedia authoring to support this kind of reflection and make thinking visible, this study aimed to answer the question: What are the prospective elementary teachers' views of teaching and learning science as they became transparent through their Web-based philosophies? Specifically, the questions that guided this research are: (1) What is the nature of prospective elementary teachers' philosophies about science teaching and learning? (2) In what ways does the Web-based portfolio task support thoughtful reflection associated with learning to teach science? and (3) In what ways does the technology contribute to the portfolio task? The study finds that the Web-based philosophy task was conducive to making prospective elementary teachers' implicitly held personal pedagogical theories explicit and promoting their revision in light of new experiences and learning. (Contains 25 references.) (MVL)
Citation
Avraamidou, L. & Zembal-Saul, C. (2002). Using a Web-Based Task To Make Prospective Elementary Teachers' Personal Theorizing about Science Teaching Explicit. Presented at Association for the Education of Teachers of Science Annual Meeting 2002. Retrieved August 13, 2024 from https://www.learntechlib.org/p/92567/.
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Cited By
View References & Citations Map-
Using Inquiry Empowering Technologies to Support Prospective Teachers’ Scientific Inquiry and Science Learning
Patricia Friedrichsen, University of Missouri-Columbia, United States; Danusa Munford, The Pennsylvania State University, United States; Carla Zembal-Saul
Contemporary Issues in Technology and Teacher Education Vol. 3, No. 2 (2003) pp. 223–239
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