BLOGGING TO SUPPORT INQUIRY-BASED LEARNING AND REFLECTION IN TEACHER STUDENTS´ SCIENCE EDUCATION

TitleBLOGGING TO SUPPORT INQUIRY-BASED LEARNING AND REFLECTION IN TEACHER STUDENTS´ SCIENCE EDUCATION
Publication TypeJournal Article
Year of Publication2011
AuthorsKukkonen, J, Kärkkäinen, S, Valtonen, T, Keinonen, T
JournalProblems of Education in the 21st Century
Volume31
Start Page73-84
Date PublishedJuly/2011
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersICID: 952417
Keywordsbiology, inquiry learning, teacher students
Abstract

This study aims to clarify primary school teacher students’ experiences about the use of blogs in the context of a science course which includes collaborative inquiry-based approaches and a field trip. Teacher students were asked to design and conduct a small inquiry and report the phases of the process in a blog and then write their ideas about inquiry-based teaching and learning in it. The inquiry process was loosely scaffolded by linking the blogs together. The students were also asked to fill in a questionnaire of technological pedagogical content knowledge (TPACK), in order to acquire insight into their views on the scaffolding needed for their own inquiry process, as well as the role of scaffolding in the inquiry method in primary school. The findings showed that after discussing them with each other, teacher students were able to formulate personally meaningful problems for their investigation. Teacher students investigated multidisciplinary elements and learned about different phases of the inquiry and the blogs enabled them to follow the process of others. Teacher students’ information retrieval and processing skills developed through out the inquiry and aided them in other teacher education courses, also giving them a firm foundation and confidence in accessing and applying information as life-long learners.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=952417
Refereed DesignationRefereed
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