Abstract
Research has shown how individual components of an online environment such as blogging or discussion boards can be effective tools with learners and preservice teachers. This study examines how an integrated, comprehensive online environment can be used as a component of a community of practice to develop student teachers' conceptions of inquiry as science pedagogy. The community of practice studied was unique being comprised of highly-experienced teachers that are all engaged in doctoral level science education research. The online environment was used by entire community to reflect and communicate about the theory and practice of inquiry science pedagogy. Student teachers' conceptions of inquiry science pedagogy were studied via data collected through the online environment (student teachers' online journals, posts to threaded discussions, and usage patterns).
| Original language | English (US) |
|---|---|
| Title of host publication | ICLS 2006 - International Conference of the Learning Sciences, Proceedings |
| Pages | 140-146 |
| Number of pages | 7 |
| State | Published - Dec 1 2006 |
| Event | 7th International Conference of the Learning Sciences, ICLS 2006 - Bloomington, IN, United States Duration: Jun 27 2006 → Jul 1 2006 |
Publication series
| Name | ICLS 2006 - International Conference of the Learning Sciences, Proceedings |
|---|---|
| Volume | 1 |
Other
| Other | 7th International Conference of the Learning Sciences, ICLS 2006 |
|---|---|
| Country | United States |
| City | Bloomington, IN |
| Period | 6/27/06 → 7/1/06 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Computer Science (miscellaneous)
- Education
Cite this
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Using an online community of practice to foster inquiry as pedagogy amongst student teachers. / Dreon, Oliver; McDonald, Scott P.
ICLS 2006 - International Conference of the Learning Sciences, Proceedings. 2006. p. 140-146 (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 1).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - Using an online community of practice to foster inquiry as pedagogy amongst student teachers
AU - Dreon, Oliver
AU - McDonald, Scott P.
PY - 2006/12/1
Y1 - 2006/12/1
N2 - Research has shown how individual components of an online environment such as blogging or discussion boards can be effective tools with learners and preservice teachers. This study examines how an integrated, comprehensive online environment can be used as a component of a community of practice to develop student teachers' conceptions of inquiry as science pedagogy. The community of practice studied was unique being comprised of highly-experienced teachers that are all engaged in doctoral level science education research. The online environment was used by entire community to reflect and communicate about the theory and practice of inquiry science pedagogy. Student teachers' conceptions of inquiry science pedagogy were studied via data collected through the online environment (student teachers' online journals, posts to threaded discussions, and usage patterns).
AB - Research has shown how individual components of an online environment such as blogging or discussion boards can be effective tools with learners and preservice teachers. This study examines how an integrated, comprehensive online environment can be used as a component of a community of practice to develop student teachers' conceptions of inquiry as science pedagogy. The community of practice studied was unique being comprised of highly-experienced teachers that are all engaged in doctoral level science education research. The online environment was used by entire community to reflect and communicate about the theory and practice of inquiry science pedagogy. Student teachers' conceptions of inquiry science pedagogy were studied via data collected through the online environment (student teachers' online journals, posts to threaded discussions, and usage patterns).
UR - http://www.scopus.com/inward/record.url?scp=79952954431&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79952954431&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:79952954431
SN - 0805861742
SN - 9780805861747
T3 - ICLS 2006 - International Conference of the Learning Sciences, Proceedings
SP - 140
EP - 146
BT - ICLS 2006 - International Conference of the Learning Sciences, Proceedings
ER -