Technology-Enhanced Inquiry Tools in Science Education: An Emerging Pedagogical Framework for Classroom Practice
ARTICLE
Minchi C. Kim, Michael J. Hannafin, Lynn A. Bryan
Science Education Volume 91, Number 6, ISSN 0036-8326
Abstract
Researchers and practitioners have attempted to identify technologies that support students' scientific understanding, activities and support practices that facilitate students' inquiry processes, and methods to sustain technology-enhanced innovations in everyday science classrooms. The purpose of this paper is to examine the findings and implications of research on science inquiry tools on classroom teaching and learning practices. We summarize research on inquiry tools and present a framework for teaching and learning in technology-enhanced, inquiry-based science classes. In the framework, three dimensions are discussed: the macrocontext (systemic reform and educational standards), the teachers' community (physical or virtual context, where teachers share expertise and mentor each other), and the microcontext (classroom context, where learning and teaching occur). From this pedagogical framework, the interactions among the standards, teachers' community, and classroom contexts are key to exploring the role of technologies. (Contains 2 figures.)
Citation
Kim, M.C., Hannafin, M.J. & Bryan, L.A. (2007). Technology-Enhanced Inquiry Tools in Science Education: An Emerging Pedagogical Framework for Classroom Practice. Science Education, 91(6), 1010-1030. Retrieved August 7, 2024 from https://www.learntechlib.org/p/74103/.
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Keywords
- Academic Standards
- Classroom Environment
- Computer Uses in Education
- Cooperative learning
- Educational Change
- educational technology
- inquiry
- interaction
- metacognition
- Scaffolding (Teaching Technique)
- science education
- Scientific Concepts
- teacher collaboration
- Teacher Role
- Teacher Student Relationship
- teaching methods
- technology integration
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