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Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities

Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities

Marina Milner-Bolotin
Copyright: © 2018 |Pages: 23
ISBN13: 9781522538325|ISBN10: 1522538321|EISBN13: 9781522538332
DOI: 10.4018/978-1-5225-3832-5.ch042
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MLA

Milner-Bolotin, Marina. "Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities." K-12 STEM Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2018, pp. 893-915. https://doi.org/10.4018/978-1-5225-3832-5.ch042

APA

Milner-Bolotin, M. (2018). Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities. In I. Management Association (Ed.), K-12 STEM Education: Breakthroughs in Research and Practice (pp. 893-915). IGI Global. https://doi.org/10.4018/978-1-5225-3832-5.ch042

Chicago

Milner-Bolotin, Marina. "Technology-Supported Inquiry in STEM Teacher Education: From Old Challenges to New Possibilities." In K-12 STEM Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 893-915. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3832-5.ch042

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Abstract

The chapter describes the implementation of collaborative educational technologies in STEM teacher education to support teacher-candidates in acquiring inquiry-based teaching skills and positive attitudes about inquiry learning. The focus is on five different collaborative technology-enhanced pedagogies: (1) Peer Instruction, (2) collaborative design of conceptual questions with PeerWise, (3) data-driven STEM inquiry via using live data collection and analysis, (4) computer modeling-enhanced inquiry, and (5) collaborative reflection on peer teaching. Teacher-candidates experienced these pedagogical approaches first as learners, then reflected on them as future teachers, and lastly incorporated some of them during the practicum. As a result, teacher-candidates gained experience in promoting technology-enhanced inquiry in STEM education and began developing positive attitudes towards technology-enhanced inquiry-based STEM education.

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