| This study examined how a Web-based module might enhance science inquiry supported by GIS with eighth-grade students. Collaborating with different subject matter experts, we designed a GIS-supported inquiry unit on Energy and implemented it in the actual classroom. The study investigated the teacher's fidelity to the design, the strengths and weaknesses of the design, and the students' science content knowledge and attitudes toward science and technology outcomes as a result of the implementation.;Participants included one female science teacher and 108 eighth-grade students from all five of her classes. Data were collected through (1) daily classroom observations; (2) daily reflective meetings with the teacher, and occasionally, the project director; (3) daily researcher journal; (4) students' attitudes toward science and technology pre- and posttests; and (5) content knowledge pre- and posttests.;While the teacher's fidelity to the design was relatively high, she omitted some crucial components of the design pertinent to inquiry. Based on the implementation, the teacher identified the strengths and weaknesses of the design as well as some aspects of the design that needed to be improved. Students' achievement on the science content knowledge assessment increased significantly while their attitudes toward science and technology outcome decreased significantly after the implementation of the unit. Implications for designers and developers who seek to design and implement newer curricular approaches are discussed. |
