Journal of Science Education and Technology

, Volume 13, Issue 2, pp 189–206

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

  • Michelle Williams
  • Marcia C. Linn
  • Paul Ammon
  • Maryl Gearhart
Article

DOI: 10.1023/B:JOST.0000031258.17257.48

Cite this article as:
Williams, M., Linn, M.C., Ammon, P. et al. Journal of Science Education and Technology (2004) 13: 189. doi:10.1023/B:JOST.0000031258.17257.48

Abstract

This paper reports on a 2-year study designed to investigate the trajectory of change in an urban 5th grade teacher as she introduces science inquiry using the Web-Based Inquiry Science Environment (WISE). Data for this study included videotapes and transcripts of classroom instruction, and audiotapes and transcripts of interviews conducted with the teacher as she was implementing the curriculum. We also conducted retrospective interviews that enabled us to validate our account of the observational-based changes in the teacher's practices. The results suggest that the teacher's classroom practices shifted over time, from a greater focus on logistics to more of an inquiry orientation. The results further suggest that this shift can be attributed to repeated opportunities to teach a WISE curricular unit. They also show that support from the curriculum and other professionals, allowed the teacher to reflect on how her practices support students' learning.

teacher developmentelementary sciencetechnology education

Copyright information

© Plenum Publishing Corporation 2004

Authors and Affiliations

  • Michelle Williams
    • 1
  • Marcia C. Linn
    • 1
  • Paul Ammon
    • 1
  • Maryl Gearhart
    • 1
  1. 1.Graduate School of Education, Cognition and Development DepartmentUniversity of California at BerkeleyBerkeley