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首页> 外文学位 >Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE).
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Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE).

机译：中学科学教室中的教师和技术使用：调查中学理科老师实施基于网络的探究科学环境（WISE）的经验。

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摘要

This study investigated the intended teacher use of a technology-enhanced learning tool, Web-based Inquiry Science Environment (WISE), and the first experiences of teachers new to using it and untrained in its use. The purpose of the study was to learn more about the factors embedded into the design of the technology that enabled it or hindered it from being used as intended. The qualitative research design applied grounded theory methods. Using theoretical sampling and a constant comparative analysis, a document review of WISE website led to a model of intended teacher use. The experiences of four middle school science teachers as they enacted WISE for the first time were investigated through ethnographic field observations, surveys and interviews using thematic analysis to construct narratives of each teachers use. These narratives were compared to the model of intended teacher use of WISE. This study found two levels of intended teacher uses for WISE. A basic intended use involved having student running the project to completion while the teacher provides feedback and assesses student learning. A more optimal description of intended use involved the supplementing the core curriculum with WISE as well as enhancing the core scope and sequence of instruction and aligning assessment with the goals of instruction through WISE. Moreover, WISE projects were optimally intended to be facilitated through student-centered teaching practices and inquiry-based instruction in a collaborative learning environment. It is also optimally intended for these projects to be shared with other colleagues for feedback and iterative development towards improving the Knowledge Integration of students. Of the four teachers who participated in this study, only one demonstrated the use of WISE as intended in the most basic way. This teacher also demonstrated the use of WISE in a number of optimal ways. Teacher confusion with certain tools available within WISE suggests that there may be a way to develop the user experience through these touch points and help teachers learn how to use the technology as they are selecting and setting up a project run. Further research may study whether improving these touch points can improve the teachers' use of WISE as intended both basically and optimally. It may also study whether or not teacher in basic and optimal ways directly impact student learning results.
机译：这项研究调查了教师打算使用的技术增强型学习工具，基于Web的查询科学环境（WISE），以及首次使用该工具且未经使用的培训的老师的首次体验。这项研究的目的是要了解有关技术设计中嵌入的因素的更多信息，这些因素使技术无法达到预期目的或受其阻碍。定性研究设计应用了扎根的理论方法。使用理论抽样和持续的比较分析，对WISE网站的文档审查得出了教师预期使用的模型。通过人种学领域的观察，调查和访谈，使用主题分析方法，对四位中学理科教师首次制定WISE的经验进行了调查，以构建每位教师使用的叙述。将这些叙述与WISE的预期教师使用模式进行了比较。这项研究发现了WISE的两个预期教师用途。基本的预期用途包括让学生运行项目，直到老师提供反馈并评估学生的学习情况为止。对预期用途的最佳描述包括用WISE补充核心课程，以及扩大教学的核心范围和顺序，并通过WISE使评估与教学目标保持一致。此外，在合作学习环境中，WISE项目最适合通过以学生为中心的教学实践和基于探究的指导来促进。最理想的是将这些项目与其他同事共享，以提供反馈和迭代开发，以改善学生的知识整合。参加这项研究的四位老师中，只有一位以最基本的方式证明了WISE的使用。这位老师还演示了如何以多种最佳方式使用WISE。教师对WISE中可用的某些工具的困惑表明，可能存在一种通过这些接触点来开发用户体验的方法，并可以帮助教师在选择和设置项目运行时学习如何使用该技术。进一步的研究可能会研究改善这些接触点是否可以从根本上和最优地改善教师对WISE的使用。它还可以研究教师是否以基本和最佳方式直接影响学生的学习成绩。

著录项

  • 作者

    Schulz, Rachel Corinne.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Educational technology.;Science education.
  • 学位 Ed.D.
  • 年度 2015
  • 页码 127 p.
  • 总页数 127
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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