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Abstract
This study was designed to examine benefits and challenges of teaching through videoconferencing in the context of students’ field placement experiences, particularly as it relates to an inquiry-based approach to teaching and learning math and science. In the context of mathematics and science methods courses, preservice teachers, with the supervision of professors, field placement supervisors and cooperating teachers, taught a series of math and science lessons via video conferencing to 5th grade classes in a major urbanPUBLIC school. Two major results of this study indicate that: (1) teaching through videoconferencing highlights strengths and weaknesses in questioning skill techniques that are at the heart of an inquiry-based approach; (2) teaching through videoconferencing raises the intellectual challenge of teaching and allows preservice teachers to look face to face into their limited understanding of the content matter in math and science.
An erratum to this article can be found at http://dx.doi.org/10.1007/s10972-010-9185-0
An erratum to this article can be found at http://dx.doi.org/10.1007/s10972-010-9185-0
Acknowledgments
We thank Dr. Elena Jurasaite-Harbison, Neme Alperstein and Rose Tirotta for their valuable contributions to this paper.
Notes
1 STEM refers to the disciplines of science, technology, engineering and mathematics.
2 We have the appropriate IRB clearance from our Institution.
3 Dr Irene Plonczak participated in the final evaluation of Roth and Chen’s (Citation2007) final pilot for the “Videocases for Science Teaching Analysis” (ViSTA) between December 2007 and December 2008.
4 This was one of the model lessons presented by the science course professor.