Abegg, Gerald L.Chagas, Isabel2020-03-262020-03-261993http://hdl.handle.net/10451/42627Tese de doutoramento apresentada à Boston University para obtenção do grau de [doctor of Education]. A Universidade de Lisboa concedeu-lhe equivalência em Educação (Didáctica das Ciências), 1993The purpose,of this study was twofold: first, to provide an extensive and detailed description of two middle school science teachers implementing Interactive Videodisc (IVD) in their sixth grade classes, and second, to interpret the data in terms of the role played by IVD as a vehicle for educational change. Using a qualitative case study methodology, the data collection procedures consisted of semi-structured interviews, participant observation, and document analysis. Data were collected in four phases: Phase I provided a characterization of the two teachers before they starte using IVD and the expert teacher who supported their project. Phase II consisted of the training of both teachers on IVD use directed by . the expert. Phase III corresponded to the implementation of IVD. Phase IV occurred after IVD implementation and provided an overview of both teachers' perspectives on their experience. . The characteristics of' the school emerged as an important factor in explaining why the two teachers engaged in such an innovative process. The school's philosophy supported innovation and it was a "computer-experienced" school in which computers are regarded as tools to facilitate the work of both students and faculty Several constraints on the use of IVD were detected: difficulties in integrating the content of the selected IVD program with the content of the unit under study, difficulties in justifying the activity to students in such a way that they approached it seriously, and difficulties in organizing the classroom to accommodate the characteristics of IVD. The IVD worked as an additional strategy to encourage the students' active participation in their own learning and not as a substitute for any other strategy commonly used in science teaching. The students engaged in lively interactions that were not observed in the other activities. Conclusions were organized according to three themes identified during the study: teachers as innovators, peer collaboration, and IVD in the science classroom. Implications were discussed according to the generalizability of the study's results, suggestions for future research, and recommendations for teacher training programs.engMudança educativaInovações educativasVideodiscosInovações tecnológicasDidácticaTeses de doutoramento (Equivalência) - 1993doctoral thesis