Knowledge transformation through ICT in science education : a case study in teacher-driven curriculum development: case study 1

LM Baggott La Velle, AE McFarlane, JR Brawn

Research output: Contribution to journalArticle (Academic Journal)peer-review

32 Citations (Scopus)

Abstract

Knowledge Transformation...an international peer reviewed article, to which the first author contributed 95%. Using a case study approach to build evidence for a generalised theory of the extent of and nature of the gap between rhetoric and reality in ICT education, this paper draws on data from the Interactive Education Project, part of the TLRP programme and the largest ICT based research project in the UK to date. A theoretical framework of teachers knowledge and pedagogical reasoning in science through ICT is presented as the basis for the curriculum research and redevelopment involved in the individual case study.
Translated title of the contributionKnowledge transformation through ICT in science education : a case study in teacher-driven curriculum development: case study 1
Original languageEnglish
Pages (from-to)183 - 199
Number of pages17
JournalBritish Journal of Educational Technology
Volume34 (2)
DOIs
Publication statusPublished - Mar 2003

Bibliographical note

Publisher: Blackwell

Fingerprint Dive into the research topics of 'Knowledge transformation through ICT in science education : a case study in teacher-driven curriculum development: case study 1'. Together they form a unique fingerprint.

Cite this