ABSTRACT

The purpose of this study was to describe what and how secondary science preservice teachers (SSPST) implemented technology, in student teaching residency, that they had planned in previous science methods courses. A collective case study approach with purposeful sampling was used to gain understanding of multiple perspectives across prior experience, gender, and content areas. Data included written responses, observations, content analysis of lesson plans, and assessment using the Technology Use in Science Instruction (TUSI) instrument. SSPSTs used a variety of technology during methods and residency teaching. The authors used the TUSI instrument to describe areas of strength and weakness how SSPSTs used technology. This study includes recommendations for science teacher educators to prepare SSPSTs to integrate technology for meaningful learning.

摘要

本研究的目的是描述中学科学职前教师 (SSPST) 在学生教学实习中实施技术的内容和方式，他们在以前的科学方法课程中计划了这些技术。使用有目的抽样的集体案例研究方法来了解跨先前经验、性别和内容领域的多个观点。数据包括书面答复、观察、课程计划的内容分析以及使用科学教学中的技术使用 (TUSI) 工具进行的评估。SSPST 在方法和住院医师教学中使用了多种技术。作者使用 TUSI 工具来描述强弱领域如何SSPST 使用了技术。本研究包括为科学教师教育工作者准备 SSPST 以整合技术以实现有意义学习的建议。