Science Teaching Orientations and Technology-Enhanced Tools for Student Learning

An Examination of the Changes in Science Teaching Orientations and Technology-Enhanced Tools for Student Learning in the Context of Professional Development

“…Note: This science literacy conceptualization was developed by Campbell et al (2013) and as such is shared more concisely here.…”

“…They allow students to interact with students who are inherently more or less knowledgeable in supporting the co-construction of knowledge (e.g. Hmelo-Silver, 2003) Note: As previously described in Campbell et al (2013). 6 T. Campbell et al…”

“…Here, practices are described more broadly and in alignment with the newest NRC (2011) With respect to investigations of in-service teachers' science teacher orientations, less research is found in the literature, especially research investigating the role of interventions in shaping science teacher orientations. But, research like that of DaSilva, Mellado, Ruiz, and Porlan (2007) and Campbell et al (2013) has offered some insight into how certain features of science teacher orientations support one another. As an example, Da-Silva et al (2007) observed how secondary science teacher's' conceptions of science teaching and learning characterized as a content-centered model were rooted in coherent naïve beliefs about the nature of science.…”

“…Friedrichsen et al (2011) also noted the need for researchers using science teaching orientations to be explicit in how each of these constructs is defined so that the definitions used can be situated in the literature. This research attended to many of these recommendations by revisiting and extending our previous research (Campbell, Longhurst, Duffy, Wolf, & Shelton, 2013) as we examined orientations and technology-enhanced tools for student learning in relation to a standards vision of science literacy (American Association for the Advancement of Science [AAAS], 1989;National Research Council [NRC], 1996. In comparison with Campbell et al (2013), this research is characterized as 'revisiting' because past emergent science teacher orientations and technology-enhanced tool profiles were re-examined with respect to their conceptualization both in connection with other literature and the emergent findings.…”

“…This research attended to many of these recommendations by revisiting and extending our previous research (Campbell, Longhurst, Duffy, Wolf, & Shelton, 2013) as we examined orientations and technology-enhanced tools for student learning in relation to a standards vision of science literacy (American Association for the Advancement of Science [AAAS], 1989;National Research Council [NRC], 1996. In comparison with Campbell et al (2013), this research is characterized as 'revisiting' because past emergent science teacher orientations and technology-enhanced tool profiles were re-examined with respect to their conceptualization both in connection with other literature and the emergent findings. Additionally, this represents an extension to our past research, because previously we focused exclusively on teachers at the beginning of a science literacy/technology-enhanced tools PD project.…”