Science Teachers' Views and Practices of Inquiry and Technology-Enhanced Teaching: A Large-Scale Professional Development Initiative

• In Event: 45.093 - MTCC Roundtable Session 18
  In Roundtable Session: 45.093-6 - Teacher Focus: Science Teaching and Learning SIG Roundtable Session

Abstract

Calls have been made globally to develop students’ 21st century competencies to meet the demands of future situations. In science education, inquiry and technology-enhanced instruction support development of 21st century competencies. However, research shows that inquiry is often practiced as hands-on science. This paper reports on K-12 science teachers’ views and practices about inquiry and technology-enhanced instruction after participation in a year-long blended professional development program. Data sources included a pre- and post-survey, interviews, and teacher artifacts. More positive views of inquiry-based science were evident in participants, yet changes to technology-enhanced views were evident only with elementary teachers. Elementary teachers also improved the most in their teaching efficacy scores. Implications for a blended PD approach for science teachers are discussed.

Authors

• Kamini Jaipal-Jamani, Brock University

• Xavier Eric Fazio, Brock University