A case for examining pre-service teacher preparation for inquiry teaching science with technology

Chris T. Shively; Randy Yerrick

doi:10.3402/rlt.v22.21691

A case for examining pre-service teacher preparation for inquiry teaching science with technology

Chris T. Shively Department of Elementary Education and Reading, The State University of New York, New York, USA
Randy Yerrick Department of Learning and Instruction, The State University of New York, Buffalo, New York, USA

DOI: https://doi.org/10.3402/rlt.v22.21691

Keywords: teacher reflection, science education, technology

Abstract

Inquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.

Keywords: teacher reflection; science education; technology

Citation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691

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Published

2014-10-29

How to Cite

Shively C. T., & Yerrick R. (2014). A case for examining pre-service teacher preparation for inquiry teaching science with technology. Research in Learning Technology, 22. https://doi.org/10.3402/rlt.v22.21691

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Issue

Vol. 22 (2014)

Section

Original Research Articles

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