Search results for: Capobianco Brenda M.
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Navigating Layers of Teacher Uncertainty among Preservice Science and Mathematics Teachers Engaged in Action Research
This study aimed to explore how the construct of teacher characterizes different dilemmas that preservice science and mathematics teachers encounter as they embark upon their first action research experience. The authors conclude that action research is both a viable and productive mechanism for helping preservice science and mathematics teachers not only to embrace these uncertainties, but more importantly respond to them in creative and innovative ways.
Updated: Jul. 05, 2018
A self-study into the integration of instructional technology into science teaching included reflections and self-inquiry. Elementary science methods students participated in a series of inquiry-based activities that utilized various instructional technologies Findings of the self study revealed that the teacher's own reflections and documentation influenced and paralleled her students' development of learning how to teach scientific inquiry using instructional technology.
Updated: Feb. 17, 2008