Journal of Technology and Teacher Education Volume 20, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy resources science curriculum. We examined teachers’ perceived impact of the curriculum materials to support their pedagogical content knowledge related to teaching science with geospatial technologies. Results indicated that the educative curriculum materials supported science teachers’ professional growth related to their geospatial science pedagogical content knowledge during the curriculum enactment. The role of educative curriculum materials in science curriculum reform efforts is discussed.
Bodzin, A., Peffer, T. & Kulo, V. (2012). The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge. Journal of Technology and Teacher Education, 20(4), 361-386. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 15, 2018 from https://www.learntechlib.org/primary/p/40422/.
© 2012 Society for Information Technology & Teacher Education
Elizabeth Langran, Marymount University, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 3 (2016) pp. 373–379
A Curriculum-Linked Professional Development Approach to Support Teachers’ Adoption of Web GIS Tectonics Investigations
Alec Bodzin, David Anastasio, Dork Sahagian & Jill Burrows Henry, Lehigh University, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 3 (2016) pp. 348–372
Thomas Baker, Esri, United States; Elizabeth Langran, Marymount University, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1631–1635
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