Using Inquiry Empowering Technologies to Support Prospective Teachers’ Scientific Inquiry and Science Learning

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Friedrichsen, P., Munford, D. & Zembal-Saul, C. (2003). Using Inquiry Empowering Technologies to Support Prospective Teachers’ Scientific Inquiry and Science Learning. Contemporary Issues in Technology and Teacher Education, 3(2), 223-239. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/19900.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 3, Issue 2, 2003
Association for the Advancement of Computing in Education (AACE)  Norfolk, VA

More Information on CITE Journal

Authors

Patricia Friedrichsen, University of Missouri-Columbia, United States; Danusa Munford, The Pennsylvania State University, United States; Carla Zembal-Saul, ,

Abstract

The Inquiry Empowering Technologies for Supporting Scientific Inquiry course was designed to engage prospective teachers, as science learners, in developing their understandings about and abilities to do scientific inquiry. The design of the course was informed by three central goals: (a) engage prospective science teachers in authentic science experiences in a technology-rich environment designed to promote and support scientific inquiry; (b) situate science learning within a social context; and (c) promote reflection on learning. Pedagogical approaches used in the course are described in detail within the context of a life science module. Throughout the course, prospective teachers reflected on their own experiences as learners of science; these learning experiences appear to serve as powerful referents for novice teachers as they learn to teach science through the use of inquiry empowering technologies.

Keywords

• Elementary Education
• Students
• Teachers
• Educational Technology
• Preservice Teacher Education

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