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.