Investigating Science Learning for Rural Elementary School Teachers in a Professional-Development Project through Three Distance-Education Strategies

Autor/inn/en	Annetta, Leonard A.; Shymansky, James A.
Titel	Investigating Science Learning for Rural Elementary School Teachers in a Professional-Development Project through Three Distance-Education Strategies
Quelle	In: Journal of Research in Science Teaching, 43 (2006) 10, S.1019-1039 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20106
Schlagwörter	Distance Education; Educational Strategies; Television; Internet; Videotape Recordings; Elementary School Teachers; Professional Development; Science Education; Rural Population; Teacher Attitudes; Science Achievement; Teacher Education; Responses; Multiple Choice Tests + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Lehrstrategie; Fernsehen; Fernsehtechnik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Landbevölkerung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	Distance education is a significant topic of discussion within institutions at all levels of education. It is not only significant in terms of finances and student enrollment but also in terms of meaningful learning. The purpose of this study was to determine the relative effectiveness of three distance-education strategies for enhancing the science learning of 94 Midwestern elementary-school teachers participating in a 5-year professional-development project. The three distance-education strategies studied were interactive television with all presenters live in real time (live), interactive television with live discussions wrapped around videotaped presentations (video), and asynchronous, Web-based sessions with streamed videotaped presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Analysis of variance of participants' postsession science scores yielded differences (p less than 0.05) on multiple-choice and constructed-response science subscales. Participants in the live mode outperformed participants in the Web and video modes on all three assessment types (multiple choice, constructed response, and vignettes). Participants in the Web mode outperformed participants in the video mode on multiple choice and constructed response. (Author).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10