The principles underlying this qualitative study were to use technology as a resource to provide new opportunities for students to engage in the process of learning science through inquiry, and to engage in action research on my teaching. The setting was a science club for fourth and fifth graders in a summer school program. As a teacher and mutual stakeholder, I guided my students with my pedagogical content knowledge through interdisciplinary patterns of collaborative inquiry. Set in a socially constructivist environment, this action research became the catalyst for my professional growth and fostered the growth of the learning community. My goals were to engage learners in the construction of their own understanding of science, technology, and the world in which they live. To ensure that students experienced scientific inquiry, conflicting pedagogies between the established school curriculum and my own constructivist methodology prevailed throughout the study. Through socially constructed partnerships, stakeholder club members helped define the process of learning. Product-based simulations and strategies for scaffolding higher-level learning elicited inquiry-oriented and problem-solving skills using the Internet, thereby, enriching the curriculum while teaching students to synthesize information they found on the Internet and make a step towards becoming lifelong learners. / A Dissertation submitted to the Department of Middle & Secondary Education in partial fulfillment of the requirements for the degree of Doctor of
Philosophy. / Spring Semester, 2005. / March 3, 2005. / Internet, Science Education, Elementary Science Club, Inquiry, Scientific Inquiry, 5 E's Model, Interpretive Research, Quality Criteria, Cultural Historical Activity Theory, Qualitative, Case Studies, Constructivism, Action Research, Technology / Includes bibliographical references. / Penny J. Gilmer, Professor Directing Dissertation; Paul H. Ruscher, Outside Committee Member; Nancy T. Davis, Committee Member; David F. Foulk, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_181805 |
| Contributors | Bosseler, Marcia L. (authoraut), Gilmer, Penny J. (professor directing dissertation), Ruscher, Paul H. (outside committee member), Davis, Nancy T. (committee member), Foulk, David F. (committee member), Department of Middle and Secondary Education (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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