A Self-Study of the Role of Technology in Promoting Reflection and Inquiry-Based Science Teaching
This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling for them the development of professional practical knowledge allow them to address the uncertainties in their own learning about using technology for inquiry-based science teaching.