Professional Development for Technology-Enhanced Inquiry Science
Professional Development for Technology-Enhanced Inquiry Science
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DOI：
10.3102/0034654311415121
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发表时间：
2011-09-01
影响因子：
11.2
通讯作者：
Linn, Marcia C.
中科院分区：
文献类型：
--
作者：
Gerard, Libby F.;Varma, Keisha;Linn, Marcia C.
知识整合框架是用来分析研究专业发展的技术增强科学涉及超过2,350名教师和138,0000名学生。教师专业发展如何增强对学生科学探究学习的支持是研究的重点。使用关键词技术，专业发展和科学进行的文献检索确定了过去25年的360项研究，其中43项包括多个数据来源，并报告了教师和/或学生的结果。研究结果表明，专业发展计划，从事教师在一个全面的，以建构主义为导向的学习过程，并持续超过1年显着提高学生的探究学习经验，在K-12科学教室。在1年或更短的专业发展计划中，研究人员遇到了与课堂实施相关的常见技术和教学障碍，阻碍了成功。在支持教师使用证据来区分有效的技术增强实践方面，方案差异最大。
The knowledge integration framework is used to analyze studies on professional development in technology-enhanced science involving more than 2,350 teachers and 138,0000 students. The question of how professional development enhances teachers' support for students' inquiry science learning is the focus of the work. A literature search using the keywords technology, professional development, and science identified 360 studies from the past 25 years, 43 of which included multiple data sources and reported results for teachers and/or students. Findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students' inquiry learning experiences in K-12 science classrooms. In professional development programs of 1 year or less, researchers encountered common technical and instructional obstacles related to classroom implementation that hindered success. Programs varied most considerably in terms of their support for teachers' use of evidence to distinguish effective technology-enhanced practices.