Scientific data visualizations are the products, and increasingly a core practice, of modern computational science across all domains. With recent science education standards emphasizing student engagement in practices, these scientific visualizations will only increase in their availability and use for K-12 science instruction. But teacher practice is key to the successful learning outcomes for these, and any, educational technology. This study follows eleven science teachers from initial exposure in a PD program through classroom use of scientific data visualizations that address topics in Earth and Space science. The framework of technological pedagogical content knowledge (TPCK) is used to examine key dimensions of teacher knowledge that are activated as they seek to understand the data visualizations and the conceptual models that they represent, select and integrate them into their curriculum, and ultimately use them for instruction. Baseline measures of select dimensions of TPCK are measured for all teachers. Two representative case studies allow for a deep analysis of TPCK in action throughout their professional and instructional experience, and finally the impact on teachers’ knowledge from the experience is examined, with implications for educative curricular material and PD program design.
| Identifer | oai:union.ndltd.org:columbia.edu/oai:academiccommons.columbia.edu:10.7916/d8-7ryc-zh43 |
| Date | January 2019 |
| Creators | Connolly, Rachel Berger |
| Source Sets | Columbia University |
| Language | English |
| Detected Language | English |
| Type | Theses |
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