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Davis Elizabeth A., Smithey Julie & Petish Debra (2004). « Designing an online learning environment for new elementary science teachers : Supports for learning to teach ». In Proceedings of the 6th International Conference on Learning Sciences : ICLS '042004 International Society of the Learning Sciences, p. 594–594. En ligne : <>. 
Added by: Catherine Reverdy (03 Jul 2014 12:09:39 Europe/Paris)   Last edited by: Catherine Reverdy (23 Oct 2014 10:23:00 Europe/Paris)
Resource type: Proceedings Article
BibTeX citation key: Davis2004b
Categories: Enseignants
Subcategories: Ressources des enseignants
Keywords: enseignement primaire, formation des enseignants, ressources pédagogiques, sciences
Creators: Davis, Petish, Smithey
Collection: Proceedings of the 6th International Conference on Learning Sciences
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Views index: 31%
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URLs ... id=1149126.1149218
Elementary teachers have a tremendous impact on their students' future learning. Yet because of the high demands put on them, elementary teachers often demonstrate weak subject matter knowledge in science (Anderson \& Mitchener, 1994) and lack confidence in teaching science (Cochran \& Jones, 1998). Likewise, prospective and new science teachers face many challenges, including that they may hold little pedagogical content knowledge (van Driel, Verloop, \& de Vos, 1998). Thus new elementary science teachers need support, and it is critical to understand how best to provide that support. In our extended white paper (available at{\textasciitilde}betsyd) we present a design narrative describing {CASES} (Curriculum Access System for Elementary Science; available at {CASES}, a technology-mediated learning environment supporting new elementary science teachers as they learn to teach inquiry-oriented science more effectively, incorporates inquiry-oriented unit plans that are intended to be educative for teachers, as well as a personal online journal and an online teacher community discussion space. {CASES} is grounded in three main design principles that we present here.
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