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; technologyCitation: Research in Learning Technology 2014, 22: 21691 - http://dx.doi.org/10.3402/rlt.v22.21691
Highlights
Is an aspiring science teacher who had just encountered inquiry science teaching for the first time in graduate school
During the first month of an elective science education graduate course, Holly and her classmates investigated the principles of heat transfer in a problem-based learning environment using temperature probes, computers and digital microscopes
The preservice teachers (PSTs) were provided with probeware, laptop computers, a digital video camera and digital microscopes with expectation that they would use these tools to teach and reflect on their practice with select Cooperating Teachers in environments where pedagogical experimentation was welcomed
Summary
Is an aspiring science teacher who had just encountered inquiry science teaching for the first time in graduate school. Despite living through an era of multiple science education reforms which called for students of all grade levels to use scientific inquiry and appropriate tools, she professed to have never seen it in her entire K-20 (Kindergarten - Graduate School) experience. Instead she recounted learning experiences where she sat through lecture after lecture and test after test that covered abstract concepts with an occasional state-mandated ‘cookbook’ lab thrown in. During the first month of an elective science education graduate course, Holly and her classmates investigated the principles of heat transfer in a problem-based learning environment using temperature probes, computers and digital microscopes.
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