Making the Case for Science Teacher Learning: An Analysis of Argument and Evidence in Electronic Portfolios
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Zembal-Saul, C., Dana, T. & Haefner, L.A. (2001). Making the Case for Science Teacher Learning: An Analysis of Argument and Evidence in Electronic Portfolios. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 622-624). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/16769.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2001
Norfolk, VA
2001
ISBN 1-880094-41-X
Jerry Price, Dee Anna Willis, Niki Davis & Jerry Willis
AACE
More Information on SITE
Table of Contents
Authors
Abstract
This interpretive case study explores the nature of prospective elementary teachers' evidence-based philosophy statements for science teaching and learning, as portrayed in web-based science teaching portfolios. Evidence-based philosophy statements are explicit articulations of beliefs related to learning and teaching science. The 32 participants authored the portfolios in a web-based environment, allowing them to connect claims in their philosophies with evidence from their work as teachers. In addition to the electronic portfolios, exit interview transcripts were inductively analyzed. Based on the data, the claims in the prospective elementary teachers' philosophies became more science-specific and learner-sensitive over time. Supporting evidence was increasingly drawn from classroom-based experiences, requiring connections among theory and practice. In addition, there was evidence that the technology facilitated substantive reflection by (a) providing a simple means of making explicit connections between evidence and claims; (b) allowing prospective teachers to express themselves creatively without diminishing an emphasis on substance; and (c) providing a means of saving multiple versions (track changes over time).
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Also Read
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Teacher Educators’ Beliefs and Technology Uses as Predictors of Preservice Teachers’ Beliefs and Technology Attitudes
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