Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes
DC Field | Value | Language |
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dc.contributor.author | Kim, Hye Jeong | - |
dc.contributor.author | Miller, Heather R. | - |
dc.contributor.author | Herbert, Bruce | - |
dc.contributor.author | Pedersen, Susan | - |
dc.contributor.author | Loving, Cathy | - |
dc.date.accessioned | 2021-09-06T17:26:43Z | - |
dc.date.available | 2021-09-06T17:26:43Z | - |
dc.date.created | 2021-06-18 | - |
dc.date.issued | 2012-08 | - |
dc.identifier.issn | 1059-0145 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/107876 | - |
dc.description.abstract | In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of wiki technology and knowledge of teaching through inquiry. Teachers participated in the Professional Learning Community Model for Entry into Teaching Science (PLC-METS), a professional development program that is based on an integrated teacher education model of knowledge sharing, collaboration, and communication between teachers and scientists, with the goal of supporting early-career teachers' ability to engage their students in scientific inquiry. The use of a wiki environment to collaborate on activities, deliver resources, and share knowledge is rapidly expanding in professional development communities. The use of the wiki in PLC-METS positively predicted the results of teachers' knowledge of inquiry-based teaching. Results demonstrate that the wiki can contribute to building a learning community for collaboration between early-career science teachers and scientists. The paper also discusses the educational implications for the design of wiki-based professional learning communities that impact teachers' professional development. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | SPRINGER | - |
dc.subject | PROJECT-BASED SCIENCE | - |
dc.subject | KNOWLEDGE | - |
dc.subject | TECHNOLOGY | - |
dc.subject | INQUIRY | - |
dc.subject | BELIEFS | - |
dc.subject | SCHOOLS | - |
dc.subject | REFORM | - |
dc.title | Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Kim, Hye Jeong | - |
dc.identifier.doi | 10.1007/s10956-011-9336-x | - |
dc.identifier.scopusid | 2-s2.0-84864287535 | - |
dc.identifier.wosid | 000306067800002 | - |
dc.identifier.bibliographicCitation | JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, v.21, no.4, pp.440 - 452 | - |
dc.relation.isPartOf | JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY | - |
dc.citation.title | JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY | - |
dc.citation.volume | 21 | - |
dc.citation.number | 4 | - |
dc.citation.startPage | 440 | - |
dc.citation.endPage | 452 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | scie | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Education & Educational Research | - |
dc.relation.journalWebOfScienceCategory | Education & Educational Research | - |
dc.relation.journalWebOfScienceCategory | Education, Scientific Disciplines | - |
dc.subject.keywordPlus | PROJECT-BASED SCIENCE | - |
dc.subject.keywordPlus | KNOWLEDGE | - |
dc.subject.keywordPlus | TECHNOLOGY | - |
dc.subject.keywordPlus | INQUIRY | - |
dc.subject.keywordPlus | BELIEFS | - |
dc.subject.keywordPlus | SCHOOLS | - |
dc.subject.keywordPlus | REFORM | - |
dc.subject.keywordAuthor | Learning communities | - |
dc.subject.keywordAuthor | Wiki | - |
dc.subject.keywordAuthor | Teacher education | - |
dc.subject.keywordAuthor | Inquiry | - |
dc.subject.keywordAuthor | Community of practice | - |
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