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What Science and Technology Mean to the High School Learner:

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Gabric, K., Comstock, S., Moore Jr., S.A., Harnisch, D., Shope, R., Bruce, B. & Buell, J. (2004). What Science and Technology Mean to the High School Learner:. In R. Ferdig et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2004 (pp. 4643-4650). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/13155.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2004
Atlanta, GA, USA
2004
ISBN 1-880094-52-5
  Richard Ferdig, Caroline Crawford, Roger Carlsen, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Kathleen Gabric, Hinsdale Central High School, USA; Sharon Comstock, University of Illinois at Urbana-Champaign, USA; Steven A. Moore Jr., Eli Lilly, USA; Delwyn Harnisch, University of Nebraska Lincoln, USA; Ron Shope, Grace University, USA; Bertram Bruce, Jim Buell, University of Illinois at Urbana-Champaign, USA

Abstract

This paper is based on thick data collected over two years in science classrooms across the state of Illinois, with a focus on one high school biology educator and visiting scientist fellow team. Both were participants in a significant research project sponsored by the National Science Foundation that involves graduate teaching fellows in K-12 education programs. The objective of this paper is to present evidence of what "science" and "technology" mean to freshman and sophomore high school students in a suburban high school via narrative data and artifacts collected. The students' own voices make clear the type of impact programs such as the Graduate Teaching Fellows in K-12 can have, and give guidance for schools seeking to effectively integrate technology into science classrooms.

Keywords

• Classrooms
• Schools
• Students
• Sciences
• Educational Technology

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