Soda lakes, flamingoes, and scientific literacy: student explorations of the great rift valley

Abstract

While current science policy documents suggest teaching and learning strategies that might lead to students becoming scientifically and technologically literate, little is known about how classroom teachers interpret the documents and how they actually incorporate the use of instructional technology in their teaching for scientific literacy. This paper evolved from a study designed to develop a richer understanding of how one elementary teacher, Ms Brook (pseudonym), utilized instructional technology to teach for scientific literacy. Using qualitative methodology, I examined the integration of instructional technology into the science curriculum, focusing on how the teacher used instructional technology to advance students' scientific literacy. In this paper, I first provide a theoretical background for scientific and technological literacy. I then describe the Flamingowatch electronic fieldtrip, its focus on scientific literacy, and students' reactions to the fieldtrip. Next, I describe the qualitative methodology and data collection issues. Finally, I describe the findings of the study and implications for teacher educators.