Elementary Teacher Candidates’ Experiences with and Ideas About Digital Science Notebooks

IF 2.2 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Research in Science Education Pub Date : 2024-02-15 DOI:10.1007/s11165-024-10155-8

Ingrid S. Carter, Valarie L. Akerson

{"title":"Elementary Teacher Candidates’ Experiences with and Ideas About Digital Science Notebooks","authors":"Ingrid S. Carter, Valarie L. Akerson","doi":"10.1007/s11165-024-10155-8","DOIUrl":null,"url":null,"abstract":"<p>This study explored the use of digital notebooks in an elementary science methods course to encourage teacher candidates (TCs) to think critically about and reflect on important aspects of elementary science teaching. Framed within John Dewey’s experiential education and the application of this work to science education, we examined how TCs experienced digital science notebooks and the ways in which TCs plan to use them in their future classrooms. Data sources from two course sections included pre- and post-surveys and focus group interviews and were analyzed qualitatively. Findings suggest TCs’ engagement in digital notebooks as an inquiry experience and the investigative tasks therein supported organization of thoughts and reflection, taking multiple perspectives, and resulted in different levels of confidence in using digital notebooks, particularly regarding technology. Teacher candidates valued digital notebooks for use with students, noting the recording of observations and scientific explanations, differentiation and multimodal strategies, accessibility/shareability, and creativity. Concerns about digital notebooks included technology difficulties, technology access, and appropriate usage for elementary students. This study provides critical insights into how TCs perceive digital notebooks, an online tool that can be used to support active inquiry experiences in science, as students and as teachers.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"296 1","pages":""},"PeriodicalIF":2.2000,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11165-024-10155-8","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

This study explored the use of digital notebooks in an elementary science methods course to encourage teacher candidates (TCs) to think critically about and reflect on important aspects of elementary science teaching. Framed within John Dewey’s experiential education and the application of this work to science education, we examined how TCs experienced digital science notebooks and the ways in which TCs plan to use them in their future classrooms. Data sources from two course sections included pre- and post-surveys and focus group interviews and were analyzed qualitatively. Findings suggest TCs’ engagement in digital notebooks as an inquiry experience and the investigative tasks therein supported organization of thoughts and reflection, taking multiple perspectives, and resulted in different levels of confidence in using digital notebooks, particularly regarding technology. Teacher candidates valued digital notebooks for use with students, noting the recording of observations and scientific explanations, differentiation and multimodal strategies, accessibility/shareability, and creativity. Concerns about digital notebooks included technology difficulties, technology access, and appropriate usage for elementary students. This study provides critical insights into how TCs perceive digital notebooks, an online tool that can be used to support active inquiry experiences in science, as students and as teachers.

Abstract Image

查看原文本刊更多论文

小学教师候选人对数字科学笔记本的体验和想法

本研究探讨了在小学科学方法课程中使用数字笔记本鼓励师范生（TCs）批判性地思考和反思小学科学教学的重要方面。我们以约翰-杜威的体验式教育及其在科学教育中的应用为框架，研究了师范生如何体验数字科学笔记本，以及师范生计划在未来的课堂中使用它们的方式。数据来源于两节课，包括前后调查和焦点小组访谈，并进行了定性分析。研究结果表明，教师培训者将数字笔记本作为一种探究体验，其中的探究任务有助于他们组织思考和反思，采取多角度的视角，并在使用数字笔记本，特别是技术方面，产生了不同程度的信心。候选教师非常重视与学生一起使用电子笔记本，他们注意到了记录观察结果和科学解释、差异化和多模式策略、可访问性/可共享性以及创造性。对数字笔记本的担忧包括技术难点、技术获取以及对小学生的适当使用。这项研究提供了重要的见解，让我们了解作为学生和教师，技术合作者是如何看待数字笔记本这种可用于支持科学主动探究体验的在线工具的。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

8.70%

发文量

期刊介绍： 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.