{"id":7111,"date":"2024-01-09T04:50:08","date_gmt":"2024-01-09T09:50:08","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=7111"},"modified":"2024-01-09T04:50:08","modified_gmt":"2024-01-09T09:50:08","slug":"7111","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/7111","title":{"rendered":""},"content":{"rendered":"\n<p>Shively, C. T. &amp; Yerrick, R. (2014).\u00a0 A case for examining pre-service teacher preparation for inquiry teaching science with technology.\u00a0 <em>Research in Learning Technology<\/em>, <em>22.<\/em>\u00a0<a rel=\"noreferrer noopener\" href=\"https:\/\/doi.org\/10.3402\/rlt.v22.21691\" target=\"_blank\">https:\/\/doi.org\/10.3402\/rlt.v22.21691<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>\u201cInquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this framework. This case study examines a collection of pre-service teachers enrolling in two educational technology courses and the role these experiences play in promoting inquiry teaching. Interviews, field notes, surveys, reflective digital narratives and student-generated exhibits served as the data informing the analysis of inquiry experiences which shaped the enacted lessons of science teachers. Implications for research and practices are discussed.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Shively, C. T. &amp; Yerrick, R. (2014).\u00a0 A case for examining pre-service teacher preparation for inquiry teaching science with technology.\u00a0 Research in Learning Technology, 22.\u00a0https:\/\/doi.org\/10.3402\/rlt.v22.21691 Abstract: \u201cInquiry has been the framework for guiding reform-based science instruction. All too often, the role of technology is treated tacitly without contributions to this&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/7111\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[513,1085,1980],"coauthors":[2302],"class_list":["post-7111","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-preservice-teachers","tag-edtech-courses","tag-inquiry-teaching","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7111","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=7111"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7111\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=7111"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=7111"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=7111"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=7111"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}