Dynamics of Scientific Engagement in a Blended Online Learning Environment

摘要: We investigate in-service teachers’ scientific engagement in a blended online science inquiry course. analyze shift from teachers following instructions to doing themselves, and we characterize it at two levels: first, how engaged individual sense-making; second, they oriented the community as space for collaboration collective knowledge building. This progress, show, was made possible by framed course—how understood interpreted purpose of activities—a that entailed both epistemological affective dynamics. framing supported instructors’ efforts attend address participants’ epistemology affect, face-to-face interactions. A key implication this study is importance instructional attention affect create learning environments promote productive framings inquiry.