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Journal of Science Teacher Education

Erschienen in:

01.02.2016 | Editorial

Technology as Inquiry Teaching Partner

verfasst von: Libby Gerard, Camillia Matuk, Marcia C. Linn

Erschienen in: Journal of Science Teacher Education | Ausgabe 1/2016

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This special issue explores how technology can strengthen teaching and professional development in K-12 science education. Consistent with the Next Generation Science Standards (NGSS) the contributors focus on supporting teachers to engage students in scientific practices and prepare students to become autonomous learners who can tackle new problems they encounter in their lives. Their papers illustrate how teachers and technology can be partners in inquiry, and how technology can help teachers guide students to design ways to investigate scientific dilemmas. …

Nächster Artikel What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

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Gerard, L., & Linn, M. C. (2016). Using automated scores of student essays to support teacher guidance in classroom inquiry. Journal of Science Teacher Education. doi:10.1007/s10972-016-9455-6.

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Matuk, C., Gerard, L., Lim-Breitbart, J., & Linn, M. C. (2016). Gathering requirements for teacher tools: Strategies for empowering teachers through co-design. Journal of Science Teacher Education. doi:10.1007/s10972-016-9459-2.

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Wilkerson, M. H., Andrews, C., Shaban, Y., Laina, V., & Gravel, B. (2016). What’s the technology for? Teacher attention and pedagogical goals in a modeling-focused professional development workshop. Journal of Science Teacher Education. doi:10.1007/s10972-016-9453-8.

Titel: Technology as Inquiry Teaching Partner
verfasst von: Libby Gerard
Camillia Matuk
Marcia C. Linn
Publikationsdatum: 01.02.2016
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 1/2016
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-016-9457-4

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Weitere Artikel der Ausgabe 1/2016

Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design

What’s the Technology For? Teacher Attention and Pedagogical Goals in a Modeling-Focused Professional Development Workshop

Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

Using Peer Feedback to Improve Students’ Scientific Inquiry

Using Automated Scores of Student Essays to Support Teacher Guidance in Classroom Inquiry