View in EDS

Designing a Technology-Based Science Lesson: Student Teachers Grapple with an Authentic Problem of Practice

Saved in:
Bibliographic Details
Title: Designing a Technology-Based Science Lesson: Student Teachers Grapple with an Authentic Problem of Practice
Language: English
Authors: Butler, Susan McAleenan, Wiebe, Eric N.
Source: Journal of Technology and Teacher Education. 2003 11(4):463-481.
Availability: Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Peer Reviewed: Y
Physical Description: PDF
Page Count: 19
Publication Date: 2003
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Student Teachers, Computer Graphics, Problem Based Learning, Cooperating Teachers, Multimedia Instruction, Student Projects, Instructional Effectiveness, Teacher Attitudes, Program Implementation, Formative Evaluation, Program Descriptions, Portfolio Assessment, Instructional Design, Technology Integration, Science Education
ISSN: 1059-7069
Abstract: This project used techniques from problem-based learning to aid students in developing a technology-based science lesson. In this case, the "problem" students were asked to solve, was that of combining curriculum knowledge and pedagogical skills to incorporate computer graphics animation technology within a science lesson and then teach the lesson to secondary students. Student artifacts as well as field notes kept by the researchers, minutes of research meetings, and written reflections from the researchers all served as data sources. Final assertions supported by the data were: (a) insufficient class time was devoted to the project, (b) lessons taught using the computer graphics technology were effective in teaching science concepts, (c) the pairing of content area specialists and graphics specialists proved to be the most successful organization for project groups, and (d) the student teachers displayed positive attitudes towards the use of multimedia presentations in the classroom. Researcher conclusions recommended the continuation of the project in an effort to increase the implementation of technology within the classroom, especially since a large majority of students showed improved achievement in science after the graphics-enhanced lessons. One important implication drawn from the project was the ability of the preservice teachers to positively influence the use of technology by the cooperating teachers. (Contains 2 figures.)
Abstractor: As Provided
Number of References: 17
Entry Date: 2009
Access URL: https://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=14615
Accession Number: EJ823054
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ823054
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Designing a Technology-Based Science Lesson: Student Teachers Grapple with an Authentic Problem of Practice
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Butler%2C+Susan+McAleenan%22">Butler, Susan McAleenan</searchLink><br /><searchLink fieldCode="AR" term="%22Wiebe%2C+Eric+N%2E%22">Wiebe, Eric N.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Technology+and+Teacher+Education%22"><i>Journal of Technology and Teacher Education</i></searchLink>. 2003 11(4):463-481.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: PhysDesc
  Label: Physical Description
  Group: PhysDesc
  Data: PDF
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2003
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Graphics%22">Computer Graphics</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Instruction%22">Multimedia Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1059-7069
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This project used techniques from problem-based learning to aid students in developing a technology-based science lesson. In this case, the "problem" students were asked to solve, was that of combining curriculum knowledge and pedagogical skills to incorporate computer graphics animation technology within a science lesson and then teach the lesson to secondary students. Student artifacts as well as field notes kept by the researchers, minutes of research meetings, and written reflections from the researchers all served as data sources. Final assertions supported by the data were: (a) insufficient class time was devoted to the project, (b) lessons taught using the computer graphics technology were effective in teaching science concepts, (c) the pairing of content area specialists and graphics specialists proved to be the most successful organization for project groups, and (d) the student teachers displayed positive attitudes towards the use of multimedia presentations in the classroom. Researcher conclusions recommended the continuation of the project in an effort to increase the implementation of technology within the classroom, especially since a large majority of students showed improved achievement in science after the graphics-enhanced lessons. One important implication drawn from the project was the ability of the preservice teachers to positively influence the use of technology by the cooperating teachers. (Contains 2 figures.)
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Ref
  Label: Number of References
  Group: RefInfo
  Data: 17
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2009
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=14615" linkWindow="_blank">http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=14615</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ823054
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ823054
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 463
    Subjects:
      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Computer Graphics
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Cooperating Teachers
        Type: general
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Program Descriptions
        Type: general
      – SubjectFull: Portfolio Assessment
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Technology Integration
        Type: general
      – SubjectFull: Science Education
        Type: general
    Titles:
      – TitleFull: Designing a Technology-Based Science Lesson: Student Teachers Grapple with an Authentic Problem of Practice
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Butler, Susan McAleenan
      – PersonEntity:
          Name:
            NameFull: Wiebe, Eric N.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2003
          Identifiers:
            – Type: issn-print
              Value: 1059-7069
          Numbering:
            – Type: volume
              Value: 11
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Technology and Teacher Education
              Type: main
ResultId 1