Enhancing Technology-supported Inquiry Teaching Ability of Mathematics and Science Teachers through an Summer Intensive Course
Hsiuting Yang, Yua-ma Elementary School, Taiwan, R.O.C, Taiwan ; Kuo-Hua Wang, National Changhua University of Education, Taiwan, R.O.C, Taiwan
EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The purpose of this study was to evaluate an intensive summer course, which focuses on technology supported inquiry teaching, on mathematics and science teachers' professional development. A single group pre and post experimental design is adopted in the study involving 30 in-service teachers. A 6-week long blended instruction, including on web and on classroom site instructions, is used to enhance the participants' information literacy and inquiry teaching ability as well. Quantitative data and qualitative data, including teaching plans, web logs, questionnaires, reports, and on-line discussion scripts, are collected and analyzed. The results generally confirm benefits of the course. The in-service teachers report their progresses in understanding uses of information technology infused into inquiry teaching. Most of the teachers improve in their design of inquiry teaching either in structures of inquiry teaching or numbers of technologies used in instructional design.
Yang, H. & Wang, K.H. (2006). Enhancing Technology-supported Inquiry Teaching Ability of Mathematics and Science Teachers through an Summer Intensive Course. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1629-1635). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)