Teacher's Stages of Development in Using Visualization Tools for Inquiry-Based Science: The Case of Project VISM

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Charles, M.T. & Kolvoord, R.A. (2001). Teacher's Stages of Development in Using Visualization Tools for Inquiry-Based Science: The Case of Project VISM. In J. Price et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2001 (pp. 2480-2485). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/17207.

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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

Michael T. Charles, Eastern Michigan University, USA; Robert A. Kolvoord, James Madison University, USA

Abstract

Scientific visualization tools have shown tremendous promise in drawing today's increasingly visual learners into in-depth inquiries in mathematics and science. One of the critical questions surrounding the use of these relatively advanced tools is the stages which teachers go through in moving these tools into their own practice. In this paper we examine existing schemas for these stages of development. Then we relate one of those schemas to Project VISM, an ongoing NSF-funded project intended to help middle school and high school math and science teachers learn the techniques and application of data visualization for their own classroom. We describe these stages of development for each of four different scientific visualization tools. Then we conclude the paper by proposing some further development of the models based on our experience followed by a brief discussion of related issues.

Keywords

• Middle School Education
• Schools
• Developmental Stages
• Teachers
• Sciences

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