Graduation Year
2015
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Science Education
Major Professor
Barbara S. Spector, Ph.D.
Committee Member
Norman Blake, Ph.D.
Committee Member
Arthur Shapiro, Ph.D.
Committee Member
Paschal Strong, Ph.D.
Keywords
literacy, differentiated instruction, instructional technology, depth of knowledge
Abstract
Three challenges in current secondary school science classrooms are (a) meaningful integration of technology, (b) integration of reading and writing in content courses, and (c) differentiation of instruction to meet individual student needs in courses. This is an exploratory study of an urban, high school marine science course in which a teacher added communication with her students via asynchronous online journals. This intervention was intended to enable the teacher to understand how students were constructing knowledge and their understanding of marine science topics. Data included journal postings from all students and the teacher throughout the semester, as well as the teacher's personal journal.
Scholar Commons Citation
Ehlers, Megan Elizabeth, "Student-teacher Interaction Through Online Reflective Journals in a High School Science Classroom: What Have We Learned?" (2015). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/5871
