Probeware and Web-Design Communication Enhance K-8 Teachers’ Scientific Proficiency in the Context of Thermal Phenomena
Margaret Niess, Emily van Zee, Henri Jansen, Henry Gillow-Wiles, Nancy Staus, Oregon State University, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This case study, interpretive research examined the effects that learning about thermal phenomena through explorations with temperature probes and documentary websites have on enhancing the K-8 teacher-participants’ scientific proficiencies. Fourteen, K-8 teacher-participants in a two-week, half day summer institute were engaged in a graduate course focused on utilizing probeware, website creation, and digital cameras to develop their ability to understand scientific explanations, generate scientific knowledge, reflect on scientific knowledge, and participate productively to prepare them to participate and become more fluent in science and in teaching science. Analysis of multiple data sources provided preliminary results indicating that not only did the teachers develop their understanding of the thermal phenomena in question, but they also increased their ability and understanding of the meaningful integration of learning technologies into their classroom activities.
Niess, M., van Zee, E., Jansen, H., Gillow-Wiles, H. & Staus, N. (2011). Probeware and Web-Design Communication Enhance K-8 Teachers’ Scientific Proficiency in the Context of Thermal Phenomena. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 4130-4135). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).