Investigation on the case teacher’s belief and actions while implementing Technology-supported Inquiry Teaching
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 Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The aim of this study was to investigate one case teacher's belief and actions when he implemented technology-supported inquiry teaching in junior high school science class. We offered a summer course for science teachers to enhance their abilities of using technology into inquiry teaching in the year of 2005. Most of them were found to improve their understanding of technology-supported inquiry teaching. Furthermore, a case study approach was used to understand in detail the teacher's belief and actions while implementing technology-supported inquiry teaching. Qualitative data were collected and analyzed, including teacher's lesson plans, classroom observations, and interview data. The result of this study showed that teacher J believed that technology-supported inquiry teaching should be effective, that directed him to try his best to solve problems and implement it. That is the teacher's belief facilitates his actions.
Yang, H. & Wang, K.H. (2007). Investigation on the case teacher’s belief and actions while implementing Technology-supported Inquiry Teaching. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2329-2335). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)