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Student-teacher Interaction Through Online Reflective Journals in a High School Science Classroom: What Have We Learned?

Three challenges in current secondary school science classrooms are (a) meaningful integration of technology, (b) integration of reading and writing in content courses, and (c) differentiation of instruction to meet individual student needs in courses. This is an exploratory study of an urban, high school marine science course in which a teacher added communication with her students via asynchronous online journals. This intervention was intended to enable the teacher to understand how students were constructing knowledge and their understanding of marine science topics. Data included journal postings from all students and the teacher throughout the semester, as well as the teacher's personal journal.

Identiferoai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-7063
Date01 January 2015
CreatorsEhlers, Megan Elizabeth
PublisherScholar Commons
Source SetsUniversity of South Flordia
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceGraduate Theses and Dissertations
Rightsdefault

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