The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers
dc.contributor.author | Galvin, Anne Therese | |
dc.contributor.supervisor | Dr Rekha Koul | en_US |
dc.date.accessioned | 2018-02-08T06:59:16Z | |
dc.date.available | 2018-02-08T06:59:16Z | |
dc.date.issued | 2017 | |
dc.identifier.uri | http://hdl.handle.net/20.500.11937/65344 | |
dc.description.abstract |
The use of Information and Communication Technology-based science resources by selected teachers of Stage 3 students across New South Wales schools to enhance their science content knowledge was investigated. An Interpretivist epistemology informed a mixed research methodology. Results indicated that the teachers did not engage with these resources to any substantial degree and confirmed science’s generally low subject status. Preparations for high-stakes testing are negatively impacting science-teaching. Teacher-participation rates in professional learning activities were low. | en_US |
dc.publisher | Curtin University | en_US |
dc.subject | teacher curiosity | |
dc.subject | teachers' science content knowledge | |
dc.subject | primary science teaching | |
dc.title | The Use of Information and Communication Technology-based Science Resources by New South Wales Stage 3 Primary School Teachers | en_US |
dc.type | Thesis | en_US |
dcterms.educationLevel | PhD | en_US |
curtin.department | Science and Mathematics Education Centre | en_US |
curtin.accessStatus | Open access | en_US |
curtin.faculty | Humanities | en_US |