Citation

Videotechnologies in elementary science methods courses: Expanding teaching and learning environments

Abstract | Word Stems | Keywords | Association | Citation | Similar Titles



Abstract:

The goal of this study is to examine benefits and challenges of teaching through videoconferencing in the context of preservice teachers’ field experiences, particularly as they relate to an inquiry-based approach to teaching and learning science. In the context of science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of science lessons via video conferencing to 5th grade classes in an urban public school. Grounded theory was used to generate analytic categories from data that included group discussions of video recorded teaching episodes, individual written reflections, semi-structured interviews, recording of videoconference sessions, lesson plans, reflective journals, and interaction with an online community through the on-line survey “polldaddy”. Preservice teachers’ comparison of their experiences teaching through videoconferencing to traditional in-the-classroom teaching pointed out that videotechnologies expand teaching and learning environment by bringing new settings, such as natural habitats, to students in urban classrooms. The findings of this study also indicated that teaching through videoconferencing highlighted strengths and weaknesses in questioning skills that are at the heart of an inquiry-based approach. Teaching through videoconferencing raised an intellectual challenge that allowed preservice teachers to look face to face into their limited understanding of the science content matter and find out what they still needed to learn.
Convention
Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting.
Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf.Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets!
Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more!Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering.
Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more!Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches!
Click here for more information.

Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493562_index.html
Direct Link:
HTML Code:

MLA Citation:

Plonczak, Irene. and Jurasaite-Harbison, Elena. "Videotechnologies in elementary science methods courses: Expanding teaching and learning environments" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493562_index.html>

APA Citation:

Plonczak, I. and Jurasaite-Harbison, E. , 2011-05-01 "Videotechnologies in elementary science methods courses: Expanding teaching and learning environments" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493562_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The goal of this study is to examine benefits and challenges of teaching through videoconferencing in the context of preservice teachers’ field experiences, particularly as they relate to an inquiry-based approach to teaching and learning science. In the context of science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of science lessons via video conferencing to 5th grade classes in an urban public school. Grounded theory was used to generate analytic categories from data that included group discussions of video recorded teaching episodes, individual written reflections, semi-structured interviews, recording of videoconference sessions, lesson plans, reflective journals, and interaction with an online community through the on-line survey “polldaddy”. Preservice teachers’ comparison of their experiences teaching through videoconferencing to traditional in-the-classroom teaching pointed out that videotechnologies expand teaching and learning environment by bringing new settings, such as natural habitats, to students in urban classrooms. The findings of this study also indicated that teaching through videoconferencing highlighted strengths and weaknesses in questioning skills that are at the heart of an inquiry-based approach. Teaching through videoconferencing raised an intellectual challenge that allowed preservice teachers to look face to face into their limited understanding of the science content matter and find out what they still needed to learn.


Similar Titles:
Exploring elementary school teachers’ perceptions of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

Creating Feedback Rich Learning Environments: Teaching Qualitative Methods in Traditional, Blended, and Online Formats

Building a culture of collegiality in teaching and learning science at elementary level in Sri Lanka


 
All Academic, Inc. is your premier source for research and conference management. Visit our website, www.allacademic.com, to see how we can help you today.