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oai:www.ideals.illinois.edu:2142/80080 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Abd-El-Khalick, Fouad Waight, Noemi 2015-09-25T19:55:13Z 2015-09-25T19:55:13Z 10000-01-01 2008 2008 "This study examined the complex layers and processes inherent to the development in scientific contexts, and the adoption for teaching in high school science classrooms, of two technological tools: Biology Student Workbench and ChemViz. Participants included key players along the path of development, transformation, and implementation including scientists (8), programmers and developers (4), researchers and teacher educators (4), classroom teachers (6), high school students (30). Data collection included two phases of in-depth interviews, classroom observations, and collected artifacts. Classroom enactments of the tools lacked elements of inquiry and were teacher-centered with prescribed convergent activities. Consequently, students were preoccupied with a focus on content and guided instructions. The ""desired"" and ""actual"" realizations of the tools fell on two extremes that reflected the disparity between scientists' and teachers' views on science, inquiry science teaching, and the related roles of the tools. The views of educators and programmers were more closely aligned with teachers' views than with the scientists. Research on the adoption of technological tools for classroom teachers should expand to examine the role of scientists, researchers, and teacher educators as compared to the current narrow focus on teacher knowledge, skills, beliefs, and practices." Made available in DSpace on 2015-09-25T19:55:13Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3347553.pdf: 3624210 bytes, checksum: 4587dff420201acf857139ad692f0731 (MD5) Previous issue date: 2008 Embargo set by: Seth Robbins for item 81362 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 233 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. http://hdl.handle.net/2142/80080 (MiAaPQ)AAI3347553 eng Education, Sciences "From Scientific Practice to Science Classrooms: Impact of Technological Tools on the Enactment of ""Authentic"" Inquiry in High School Science Classrooms" text Secondary and Continuing Education Secondary and Continuing Education University of Illinois at Urbana-Champaign Dissertation Ph.D.