Harper, Deena San (2008-12). An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers. Doctoral Dissertation. Thesis uri icon

abstract

  • The purpose of this qualitative, narrative study was to examine the extent and endurance of influence a technology-based professional development program had on the epistemological, ontological, and methodological beliefs of selected high school chemistry teachers. Three participants of a technology-based professional development program were interviewed with additional insight provided by this author, who was a participant in the program. Evidence of an epistemological, ontological, and methodological change in the participants was indicated by their self-proclaimed change in attitudes concerning the use of inquiry-based learning and information technology in the classroom. The participants understood and related the importance of incorporating inquiry-based learning and information technology into their classroom methodology and provided examples of their applications. Findings of this study reveled that the participants acknowledged the effectiveness of inquiry-based learning and information technology teaching strategies, but did not fully implement either strategy citing time constraints, lack of resources, and statewide accountability testing. A surprising finding was that the participants did not use the technology-based instructional strategies to prepare students for the TAKS test.
  • The purpose of this qualitative, narrative study was to examine the extent and
    endurance of influence a technology-based professional development program had on the
    epistemological, ontological, and methodological beliefs of selected high school
    chemistry teachers. Three participants of a technology-based professional development
    program were interviewed with additional insight provided by this author, who was a
    participant in the program.
    Evidence of an epistemological, ontological, and methodological change in the
    participants was indicated by their self-proclaimed change in attitudes concerning the use
    of inquiry-based learning and information technology in the classroom. The participants
    understood and related the importance of incorporating inquiry-based learning and
    information technology into their classroom methodology and provided examples of their
    applications. Findings of this study reveled that the participants acknowledged the effectiveness
    of inquiry-based learning and information technology teaching strategies, but did not fully
    implement either strategy citing time constraints, lack of resources, and statewide
    accountability testing. A surprising finding was that the participants did not use the
    technology-based instructional strategies to prepare students for the TAKS test.

publication date

  • December 2008