This case study examines how elementary preservice teacher candidates used “hybrid” (both paper and digital) notebooks, the extent to which the digital portfolio showed evidence of changes in understanding, and whether candidates plan to use notebooks in their science lesson and unit plan assignments. Activity and reflection entries posted in an online digital portfolio from candidates in 3 science methods courses (each a bounded case) were analyzed for patterns in use and evidence of changes in thinking, and lesson and unit plans were examined to determine whether candidates planned to use some kind of notebook in their teaching. Findings show that when using hybrid notebooks, candidates make use of digital tools, but many prefer having the option to use paper notebooks to synthesize their reflections. Evidence of changes in thinking about science content and pedagogy were found in both paper notebooks and in digital entries, but more often in digital reflections. Instructor modeling might play a role in how candidates plan to use notebooks for learning and teaching.
Bibliographical noteFunding Information:
The author is grateful to Paula C. Jackson for helpful comments on a draft of this article, to Helen Mongan-Rallis for helping develop the idea of using a digital portfolio as a science notebook, and to the University of Minnesota Duluth's College of Education and Human Service Professions for granting a single semester leave to work on this project and others.
© 2019, © 2019 Association for Science Teacher Education.
- digital portfolio
- science notebook