Literaturnachweis - Detailanzeige
| Autor/inn/en | Avraamidou, Lucy; Zembal-Saul, Carla |
|---|---|
| Titel | Exploring the Influence of Web-Based Portfolio Development on Learning To Teach Elementary Science. |
| Quelle | (2002), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College School Cooperation; Computer Uses in Education; Educational Philosophy; Elementary Education; Elementary School Science; Higher Education; Portfolio Assessment; Preservice Teacher Education; Professional Development Schools; Science Teachers; World Wide Web |
| Abstract | This study examined how Web-based portfolio development supported reflective thinking and learning within a Professional Development School (PDS). It investigated the evidence-based philosophies developed by prospective teachers as a central part of the Web-based portfolio task, noting how technology contributed to the portfolio task. Participants were two prospective elementary science teachers within a PDS program. The Web-based portfolio project was completed as part of the elementary science methods course. Researchers examined three versions of the Web-based science teaching philosophies that each participant developed as part of the Web-based portfolio. They also examined participants' reflection statements on how their science teaching philosophies changed over time. Findings illuminated participants' understanding of student-centered science learning and teaching, connecting children's physical engagement with conceptual aspects of learning, becoming attentive to how teachers can support children's learning, and teaching science as inquiry. The way the task was organized, and the fact that the Web-based forum provided opportunities to keep multiple versions of their philosophies, allowed prospective teachers to see how their philosophies changed over time, which supported continuous engagement in metacognition, self-reflection, and self-evaluation. (Contains 46 references.) (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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