Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study

Williams, Michelle; Linn, Marcia C.; Ammon, Paul; Gearhart, Maryl

doi:10.1023/b:jost.0000031258.17257.48

Cited by 58 publications

(39 citation statements)

References 21 publications

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“…For instance, technology tools can support both students and teachers in the writing of scientific explanations by providing prompts to support the use of evidence and reasoning (Delen & Krajcik, 2016). The work of Delen and Krajcik (2016) as well as that of other researchers (Williams, Linn, Ammon, & Gearhart, 2004) demonstrate the importance of technology or curriculum scaffolds working synergistically with teacher scaffolds to support student learning (Tabak, 2004). However, it is challenging to learn to use scaffolds synergistically with curriculum scaffolds.…”

Section: Why Is There a Need For Ecms?mentioning

confidence: 99%

The Benefits and Limitations of Educative Curriculum Materials

Krajcik

2017

Journal of Science Teacher Education

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Section: Why Is There a Need For Ecms?mentioning

confidence: 99%

The Benefits and Limitations of Educative Curriculum Materials

Krajcik

2017

Journal of Science Teacher Education

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“…As Williams et al (2004) indicate, researchers have explored how technology enhances instructors' in the field of science and many of them gain reflective and mentoring support from the use of technology. Moreover, Higgins and Spitulnik (2008) point out that if we want to improve the state of integrating technologies in education, it is best for researchers and educators to clearly understand how the instructors use technologies in the classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

English for Scientific Purposes (EScP): Technology, Trends, and Future Challenges for Science Education

et al. 2014

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To date, the concept of English for Specific Purposes has brought about a great impact on English language learning across various disciplines, including those in science education. Hence, this review paper aimed to address current English language learning in the science disciplines through the practice of computer-assisted language learning to identify the use of learning technologies in science-based literacy. In the literature review, the researchers found that science-based literacy instruction shares many pedagogical aims with English language teaching in terms of reading, writing, listening and speaking, allowing it to be classified as English for Scientific Purposes (EScP). To answer the research questions, the researchers conducted the survey by extracting related articles and teaching examples from the Web of Science. In the search procedure, the researchers used the keywords science OR scientific AND technolog* OR comput* in ten selected journals of social science citation index. Only articles which are specified as journal articles rather than other document types were included. After compiling the corpora, the researchers compared the trends, methodologies and results of EScP instruction in science education. The implications of this study include the opportunities, advantages and challenges for EScP instruction in science education to further develop better educational approaches, adopt new technologies, as well as offer some directions for researchers to conduct future studies.

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“…However, teachers also change their classroom practices over time. For example, individual teachers were able to improve their teaching style by feedback from mentors and support from the curriculum and other professionals (Slotta, 2004;Williams, Linn, Ammon & Gearhart, 2004). …”

Section: Teaching With Wisementioning

confidence: 99%