An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers
Abstract
The purpose of this qualitative, narrative study was to examine the extent and
endurance of influence a technology-based professional development program had on the
epistemological, ontological, and methodological beliefs of selected high school
chemistry teachers. Three participants of a technology-based professional development
program were interviewed with additional insight provided by this author, who was a
participant in the program.
Evidence of an epistemological, ontological, and methodological change in the
participants was indicated by their self-proclaimed change in attitudes concerning the use
of inquiry-based learning and information technology in the classroom. The participants
understood and related the importance of incorporating inquiry-based learning and
information technology into their classroom methodology and provided examples of their
applications. Findings of this study reveled that the participants acknowledged the effectiveness
of inquiry-based learning and information technology teaching strategies, but did not fully
implement either strategy citing time constraints, lack of resources, and statewide
accountability testing. A surprising finding was that the participants did not use the
technology-based instructional strategies to prepare students for the TAKS test.
Citation
Harper, Deena San (2008). An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers. Doctoral dissertation, Texas A&M University. Available electronically from https : / /hdl .handle .net /1969 .1 /ETD -TAMU -2340.