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"Virtual Inquiry" in the Science Classroom: What is the Role of Technological Pedagogial Content Knowledge?

"Virtual Inquiry" in the Science Classroom: What is the Role of Technological Pedagogial Content Knowledge?

Eva Erdosne Toth
Copyright: © 2010 |Pages: 11
ISBN13: 9781615209637|ISBN10: 1615209638|EISBN13: 9781615209644
DOI: 10.4018/978-1-61520-963-7.ch105
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MLA

Toth, Eva Erdosne. ""Virtual Inquiry" in the Science Classroom: What is the Role of Technological Pedagogial Content Knowledge?." Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, IGI Global, 2010, pp. 1550-1560. https://doi.org/10.4018/978-1-61520-963-7.ch105

APA

Toth, E. E. (2010). "Virtual Inquiry" in the Science Classroom: What is the Role of Technological Pedagogial Content Knowledge?. In I. Management Association (Ed.), Web-Based Education: Concepts, Methodologies, Tools and Applications (pp. 1550-1560). IGI Global. https://doi.org/10.4018/978-1-61520-963-7.ch105

Chicago

Toth, Eva Erdosne. ""Virtual Inquiry" in the Science Classroom: What is the Role of Technological Pedagogial Content Knowledge?." In Web-Based Education: Concepts, Methodologies, Tools and Applications, edited by Information Resources Management Association, 1550-1560. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-963-7.ch105

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Abstract

The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to theselection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example inthe popular domain of DNA science, the article illustratesthe research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting thedevelopment of teachers’ technological pedagogicalcontent knowledge.

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