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ERIC Number: ED473257
Record Type: RIE
Publication Date: 2003-Jan-26
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Emerging Faculty Role: Teaching for Deep Understanding Online.
Doubler, Susan J.; Grisham, Linda; Paget, Katherine F.
This paper describes the development of a fully online Master's program in science education that is intended to help teachers extend their science knowledge and integrate inquiry-based science pedagogy and Web-based technologies into their teaching. Courses are co-taught by a scientist well-versed in the science domain of a given module and a science educator. The instructors facilitate online discussion and serve as mentors and coaches. Try Science, the introductory course, focuses on the scientific method of inquiry and science pedagogy. All courses include both science and pedagogical strands, with a different instructor for each strand. In the science strand, participants receive a kit of materials for setting up labs at home. They explore scientific concepts through hands-on investigations, collect qualitative and quantitative data, post the results of their investigations, and participate in discussions online. In the pedagogical strand, participants consider specific issues of teaching and learning by reflecting on their experiences in their science study and learning about alternative strategies for planning, facilitating, and assessing inquiry-based science (via videos, case studies, and reading and discussion). They also design and implement plans for the classroom. The instructor's role is to focus on individual students' learning and on collaborative learning. (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (55th, New Orleans, LA, January 24-27, 2003).