| Hye Kim|
(Alternative names for this author)
|Co-authors||Bruce Herbert, Cathy Loving, Heather Miller, Susan Pedersen|
|Authorship||Publications (2), datasets (0), tools (0)|
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PublicationsOnly those publications related to wikis are shown here.
|Title||Keyword(s)||Published in||Language||DateThis property is a special property in this wiki.||Abstract||R||C|
|Inquiry Resources Collection as a Boundary Object Supporting Meaningful Collaboration in a Wiki-Based Scientist-Teacher Community||Journal of Science Education and Technology||English||2011||Different interpretations of scientific inquiry exist between the two different communities of scientists and science teachers. Thus, in order to achieve a successful partnership between science teachers and scientists in establishing effective communities of practice, the framework for instructional practice in teacher professional development needs to be carefully designed. To respond to this challenge, we developed the Inquiry Resources Collection (IRC), which offers a wiki-based inquiry resource collection developed by scientists to support novice science teachers’ inquiry lesson design. The collaborative managing and sharing of knowledge in a professional development program via a wiki environment is the key to developing a practical resource for novice teachers teaching scientific inquiry. Based on our reflection of data gathered during 4 years of our project, we invoked the ideas of boundary objects and reflective apprenticeship between scientists and teachers to design the IRC.||0||0|
|Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes||Journal of Science Education and Technology||English||2011||In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers’ needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers’ perceptions of the role of wiki technology and knowledge of teaching through inquiry. Teachers participated in the Professional Learning Community Model for Entry into Teaching Science (PLC-METS), a professional development program that is based on an integrated teacher education model of knowledge sharing, collaboration, and communication between teachers and scientists, with the goal of supporting early-career teachers’ ability to engage their students in scientific inquiry. The use of a wiki environment to collaborate on activities, deliver resources, and share knowledge is rapidly expanding in professional development communities. The use of the wiki in PLC-METS positively predicted the results of teachers’ knowledge of inquiry-based teaching. Results demonstrate that the wiki can contribute to building a learning community for collaboration between early-career science teachers and scientists. The paper also discusses the educational implications for the design of wiki-based professional learning communities that impact teachers’ professional development.||0||0|