Top

Journal of Science Education and Technology

Published in:

01-12-2013

Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction

Authors: Jennifer L. Maeng, Bridget K. Mulvey, Lara K. Smetana, Randy L. Bell

Published in: Journal of Science Education and Technology | Issue 6/2013

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

This investigation provides detailed descriptions of preservice secondary science teachers’ technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in the context of a 2-year Master of Teaching program. Of the 27 preservice teachers, 26 used technology for inquiry instruction during student teaching. Our goals were to describe how these 26 preservice science teachers: (1) used educational technologies to support students’ investigations and (2) demonstrated their developing TPACK through technology-enhanced inquiry instruction. Multiple data sources (observations, lesson plans, interviews, and reflections) allowed for characterization of participants’ technology integration to support inquiry instruction and their decision-making related to the use of technology to support inquiry. Results indicated that participants incorporated technologies appropriate to the content and context to facilitate non-experimental and experimental inquiry experiences. Participants developing TPACK was evidenced by their selective and appropriate use of technology. Appropriate technology use for inquiry included the following: (1) to present an engaging introduction, (2) to facilitate data collection, (3) to facilitate data analysis, and (4) to facilitate communication and discussion of results. These results suggest that using digital images to facilitate whole-class inquiry holds considerable promise as a starting point for teachers new to inquiry instruction. Results of the present study may inform science teacher educators’ development of content-specific, technology-enhanced learning opportunities that: prepare preservice teachers for the responsibility of supporting inquiry instruction with technology, facilitate the transition to student-centered instruction, and support TPACK development.

previous article The Different Benefits from Different Gestures in Understanding a Concept

next article Forging School–Scientist Partnerships: A Case of Easier Said than Done?

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Available only for authorised users

Anderson RD (2002) Reforming science teaching: what research says about inquiry. J Sci Teacher Educ 13(1):1–12CrossRef

Ardac D, Sezen AH (2002) Effectiveness of computer-based chemistry instruction in enhancing the learning of content and variable control under guided versus unguided conditions. J Sci Educ Technol 11(1):39–48CrossRef

Bauer J, Kenton J (2005) Toward technology integration in the schools: why it isn’t happening. J Technol Teach Educ 13:519–546

Bell RL (2005) Cultivating whole-class inquiry: science. Learn Lead Technol 32(8):45–47

Bell RL, Trundle KC (2008) The use of a computer simulation to promote scientific conceptions of moon phases. J Res Sci Teach 45:346–372CrossRef

Bell RL, Smetana LK, Binns IC (2005) Simplifying inquiry instruction: assessing the inquiry level of classroom activities. Sci Teach 72(7):30–33

Bell RL, Maeng JL, Binns IC (in press). Learning in context: technology integration in a teacher preparation program informed by situated learning theory. J Res Sci Teach

Berns BB, Swanson J (2000). Middle school science: working in a confused context. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED444944)

Blumenfeld PC, Krajcik JS, Marx RW, Soloway E (1994) Lessons learned: how collaborations helped middle grade science teachers learn project-based instruction. Elem Sch J 94:539–551CrossRef

Bodzin A, Park JC (2005) ASTE position statement on technology in science teacher education. Retrieved from http://theaste.org/aboutus/technology_position_stateme.htm

Bogden RC, Biklen SK (1992) Qualitative research for education. Allyn & Bacon, Boston

Bull G, Garofalo J (2004) Internet access: the last mile. Learn Lead Technol 32(1):16–18

Chang CY, Tsai CC (2005) The interplay between different forms of CAI and students’ preferences of learning environment in the secondary science class. Sci Educ 89:707–724CrossRef

Clark R (1983) Reconsidering research on learning from media. Rev Educ Res 53:445–459CrossRef

Cothron J, Giese R, Rezba R (2000) Students and research: practical strategies for science classrooms and competitions, 4th edn. Kendall Hunt Publishing, Dubuque

Crawford B (2000) Embracing the essence of inquiry: new roles for science teachers. J Res Sci Teach 37:917–937

Dani D, Koenig KM (2008) Technology and reform-based science education. Theory Pract 47:204–211. doi:10.1080/00405840802153825 CrossRef

Dickerson J, Kubasko D (2007) Digital microscopes: enhancing collaboration and engagement in science classrooms with information technologies. Contemp Issues Technol Teach Educ 7(4):279–292

Flick L, Bell R (2000) Preparing tomorrow’s science teachers to use technology: guidelines for Science educators. Contemp Issues Technol Teach Educ 1:39–60

Gess-Newsome J (2003) Implications of the definitions of knowledge and beliefs on research and practice in science teacher education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia

Guzey SS, Roehrig GH (2009) Teaching science with technology: case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemp Issues Technol Teach Educ 9(1):25–45

Hennessy S, Deaney R, Ruthven K (2006) Situated expertise in integrating use of multimedia simulation into secondary science teaching. Int J Sci Educ 28:701–732. doi:10.1080/09500690500404656 CrossRef

Higgins TE, Spitulnik MW (2008) Supporting teachers’ use of technology in science instruction through professional development: a literature review. J Sci Educ Technol 17:511–521CrossRef

Institute of Educational Sciences (2010) Educational technology in U.S. public schools: Fall 2008. Retrieved May 2010 from: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=2010034

International Society for Technology in Education [ISTE] (2008) National Education Technology Standards. Retrieved from: http://www.iste.org/standards.aspx

Irving K (2009) Preservice science teachers’ use of educational technology in student teaching. J Comput Math Sci Teach 28(1): 45–70. AACE, Chesapeake. Retrieved from http://www.editlib.org/p/26150

Jang S, Chen K (2010) From PCK to TPACK: developing a transformative model for pre-service science teachers. J Sci Educ Technol 19:555–564. doi:10.1007/s10956-010-9222-y CrossRef

Johnson CC (2006) Effective professional development and change in practice: barriers science teachers encounter and implications for reform. Sch Sci Math 106(3):15–161CrossRef

Johnson CC (2007) Whole-school collaborative sustained professional development and science teacher changes: signs of progress. J Sci Teacher Educ 18:629–661. doi:10.1007/s10972-007-9043-x CrossRef

Kim MC, Hannafin MJ, Bryan LA (2007) Technology-enhanced inquiry tools in science education: an emerging pedagogical framework for classroom practice. Sci Educ 91(6):1010–1030CrossRef

Koehler M, Mishra P (2008) Introducing TPCK. In: AACTE Committee on Innovation and Technology (ed) Handbook of technological pedagogical content knowledge (TPCK) for educators. Routledge, New York, pp 3–31

Lederman JS, Lederman NG, Kim BS, Ko EK (2012) Teaching and learning of nature of science and scientific inquiry: building capacity through systematic research-based professional development. In MS Khine (ed) Advances in the nature of science research: concepts and methodologies. doi:10.1007/978-94-2457-0

Lee H, Linn MC, Varma K, Liu OL (2010) How do technology-enhanced inquiry science units impact classroom learning? J Res Sci Teach 47:71–90CrossRef

Linn MC, Davis EA, Bell P (2004) Inquiry and technology. In: Linn MC, Davis E, Bell P (eds) Internet environments for science education. Erlbaum, Mahwah, pp 3–28

Linn MC, Lee HS, Tinker R, Husic F, Chiu JL (2006) Teaching and assessing knowledge integration in science. Science 313:1049–1050CrossRef

Loucks-Horsley S, Stiles KE, Mundry S, Love N, Hewson P (2010) Designing professional development for teachers of mathematics and science, 3rd edn. Corwin Press, Thousand Oaks

Luft JA, Roehrig GH, Patterson NC (2003) Contrasting landscapes: a comparison of the impact of different induction programs on beginning science teachers’ practices, beliefs, and experiences. J Res Sci Teach 40:77–97CrossRef

Martinez JF, Borko H, Stecher BM (2012) Measuring instructional practice in science using classroom artifacts: lessons learned from two validation studies. J Res Sci Teach 49:38–67CrossRef

McCrory R (2008) Science, technology, and teaching: the topic-specific challenges of TPCK in science. In: AACTE Committee on Innovation and Technology (ed) Handbook of technological pedagogical content knowledge (TPCK) for educators. Routledge, New York, pp 193–206

Metcalf SJ, Tinker RF (2004) Probeware and handhelds in elementary and middle school science. J Sci Educ Technol 13:43–49. doi:10.1023/B:JOST.0000019637.22473.02 CrossRef

Mishra P, Koehler M (2006) Technological pedagogical content knowledge: a new framework for teacher knowledge. Teach Coll Rec 108:1017–1054CrossRef

Mishra P, Koehler MJ (2007) Technological pedagogical content knowledge (TPCK): confronting the wicked problems of teaching with technology. In: Carlsen R et al (eds) Proceedings of society for information technology and teacher education international conference 2007. AACE, Chesapeake, pp 2214–2226

Mistler-Jackson M, Songer NB (2000) Student motivation and Internet technology: are students empowered to learn science? J Res Sci Teach 37:459–479CrossRef

National Research Council (1996) National science education standards. National Academies Press, Washington

National Research Council (2000) Inquiry and the national science education standards: a guide for teaching and learning. National Academic Press, Washington

National Research Council (2012) A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press, Washington

Niess ML (2005) Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teach Teach Educ 21:509–523CrossRef

Norris C, Soloway E, Sullivan T (2002) Examining 25 years of technology in U.S. education. Commun ACM 45(8):15–17

Ozgun-Koca SA, Meagher M, Edwards MT (2009) Preservice teachers’ emerging TPACK in a technology-rich methods class. Math Educ 19(2):10–20

Perkins R (2002) One for all: the single computer and technology integration. Va Soc Technol Educ 16(2):14–20

Sandholtz J, Ringstaff C, Dwyer D (1997) Teaching with technology: creating student-centered classrooms. Teachers College Press, New York

Scalise K, Timms M, Morrjani A, Clark L, Holtermann K, Irvin PS (2011) Student learning in science simulations: design features that promote learning gains. J Res Sci Teach 48:1050–1078CrossRef

Schnittka CG, Bell RL (2009a) Preservice biology teachers’ use of interactive display systems to support reforms-based science instruction. Contemp Issues Technol Teach Educ 9(2). Retrieved from http://www.citejournal.org/vol9/iss2/science/article1.cfm

Schnittka CG, Bell RL (2009b) PowerPoint in the science classroom: Reforms-based instruction or high-tech chalk & talk? Proceedings of the national association for research in science teaching, Garden Grove

Schnittka CG, Bell RL, Farquhar HM (2007) Preservice teachers’ use of interactive display systems to support reforms-based science instruction. A paper presented at the annual meeting of the association for science teacher education, Clearwater

Schrum L, Thompson A, Maddux C, Sprague D, Bull G, Bell L (2007). Editorial: research on the effectiveness of technology in schools: the role of pedagogy and content. Contemp Issues Technol Teach Educ 7(1), Available: http://www.citejournal.org/vol7/iss1/editorial/article1.cfm

Schwartz CV, White BY (2005) Metamodeling knowledge: developing students’ understanding of scientific modeling. Cogn Instr 23(2):165–205CrossRef

Smetana LK, Bell RL (2009) Incorporation of computer simulations in whole-class vs. small-group settings. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Garden Grove

Smetana LK, Bell RL (2011) Computer simulations to support science instruction and learning: a critical review of the literature. Int J Sci Educ. doi:10.1080/09500693.2011.605182

Soloway E, Norris C, Blumenfeld P, Fishman B, Krajcik J, Marx R (2001) Handheld devices are ready-at-hand. Commun ACM 44(6):15–20CrossRef

Supovitz JA, Turner HM (2000) The effects of professional development on science teaching practices and classroom culture. J Res Sci Teach 37:963–980. doi:10.1002/1098-2736(200011)37:9<963:AID-TEA6>3.0.CO;2-0 CrossRef

Trundle KC, Bell R (2010) The use of a computer simulation to promote conceptual change: a quasi-experimental study. Comput Educ 54:1078–1088. doi:10.1016/j.compedu.2009.10.012 CrossRef

vanJoolingen WR, deJong T, Dimitrakopoulout A (2007) Issues in computer supported inquiry learning in science. J Comput Assist Learn 23:111–119. doi:10.1111/j.1365-2729.2006.00216.x CrossRef

Varma K, Husic F, Linn MC (2008) Targeted support for using technology-enhanced science inquiry models. J Sci Educ Technol 17:341–356. doi:10.1007/s10956-008-9104-8 CrossRef

Williams M, Linn MC, Ammon P, Gearhart M (2004) Learning to teach inquiry science in a technology-based environment: a case study. J Sci Educ Technol 13:189–206. doi:10.1023/B:JOST.0000031258.17257.48 CrossRef

Windschitl M (2001) Using simulations in the middle school: does assertiveness of dyad partners influence conceptual change? Int J Sci Educ 23:17–32CrossRef

Winn W, Stahr F, Sarason C, Fruland R, Oppenheimer P, Lee YL (2005) Learning oceanography from a computer simulation compared with direct experience at sea. J Res Sci Teach 43(1):25–42CrossRef

Zacharia Z (2003) Beliefs, attitudes, and intentions of science teachers regarding the educational use of computer simulations and inquiry-based experiments in physics. J Res Sci Teach 40:792–823CrossRef

Zatz P, Bell RL, Binns IC (2009) Preservice physical science teachers’ use of presentation technologies to promote reforms-based instruction. A paper presented at the association for science teacher education international conference, Hartford

Zucker AA, Tinker R, Staudt C, Mansfield A, Metcalf S (2008) Learning science in grades 3–8 using probeware and computers: findings from the TEEMSS II project. J Sci Educ Technol 17:42–48. doi:10.1007/s10956-007-9086-y CrossRef

Title: Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction
Authors: Jennifer L. Maeng
Bridget K. Mulvey
Lara K. Smetana
Randy L. Bell
Publication date: 01-12-2013
Publisher: Springer Netherlands
Published in: Journal of Science Education and Technology / Issue 6/2013
Print ISSN: 1059-0145
Electronic ISSN: 1573-1839
DOI: https://doi.org/10.1007/s10956-013-9434-z

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 6/2013

The Different Benefits from Different Gestures in Understanding a Concept

Science as a Web of Trails: Redesigning Science Education with the Tools of the Present to Meet the Needs of the Future

The Effects of Study Tasks in a Computer-Based Chemistry Learning Environment

Learning Relative Motion Concepts in Immersive and Non-immersive Virtual Environments

Learning Physics with Digital Game Simulations in Middle School Science

Student Views of Teacher Actions in Science Classrooms Designed to Meet Current Reforms

Premium Partners