Journal article
Teacher epistemology and scientific inquiry in computerized classroom environments
Journal of Research in Science Teaching, Vol.32(8), pp.839-854
1995
Abstract
A 20-week classroom-based study was conducted to investigate the extent to which a computerized learning environment could facilitate students' development of higher-level thinking skills associated with scientific inquiry. In two classes students' interactions with a scientific data base—Birds of Antarctica—were closely monitored, and the mediating roles of the teachers' epistemologies were examined. Interpretive data were generated and analyzed in relation to a constructivist perspective on learning. In the class where the teacher implemented a constructivist-oriented pedagogy, students took advantage of enhanced opportunities to generate creative questions and conduct complex scientific investigations. These higher-level thinking skills were much less evident in the class in which a more transmissionist-oriented pedagogy prevailed. The results of the study suggest that it is not the computer itself that facilitates inquiry learning; the teacher's epistemology is a key mediating influence on students' use of the computer as a tool of scientific inquiry.
Details
- Title
- Teacher epistemology and scientific inquiry in computerized classroom environments
- Authors/Creators
- D. Maor (Author/Creator) - Curtin UniversityP.C. Taylor (Author/Creator) - Curtin University
- Publication Details
- Journal of Research in Science Teaching, Vol.32(8), pp.839-854
- Publisher
- Wiley-Blackwell
- Identifiers
- 991005543186507891
- Copyright
- 1995 Wiley Periodicals, Inc.
- Murdoch Affiliation
- Murdoch University
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.295 Science Education
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general