Integrating Internet Resources into the Science Classroom: Teachers' Perspectives

Integrating Internet Resources into the Science Classroom: Teachers' PerspectivesAuthor(s): Randall L. Wiesenmayer and Ravinder KoulSource: Journal of Science Education and Technology, Vol. 7, No. 3 (Sep., 1998), pp. 271-277Published by: SpringerStable URL: http://www.jstor.org/stable/40186470 .

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Journal of Science Education and Technology, Vol 7, No. 3, 1998

Integrating Internet Resources into the Science Classroom: Teachers9 Perspectives

Randall L. Wiesenmayer1 and Ravinder Koul2

This paper presents teachers' perspectives on the impact of Internet usage on their teaching practices. Semi-structured interviews with ten teachers and two identical on-line surveys were used to collect data from teacher participants in the West Virginia K-12 RuralNet Project. Questions were directed toward teachers' understandings of Internet resources, the development of collaborative relationships and the use of investigative projects in classrooms. Tfeacher enthusiasm for benefits of the information highway is mingled with frustrations with the nature of the Internet medium and constraints within schools.

KEY WORDS: Science education; in service teacher education; Internet.

INTRODUCTION

The Internet and the World Wide Web (WWW) provide a vast array of resources for science educators. Any teacher using Internet can access graphics, sound files, lesson plans, documents, data, software and a large on-line community of researchers, educators and hobbyists. The tremendous scope and availability of Internet resources has generated a lot of interest in harnessing their educational potential. The West Virginia K-12 RuralNet Project, an initia- tive funded by NSF is aimed at implementing effec- tive use of Internet resources in science classrooms and establishing a research base for evaluation of its impact on science teaching and learning.

Diffusion of Internet and its adoption involves teachers in a process of evaluation determined by their perceptions of its value for teaching students about science and the contextual needs of their classrooms. Pedagogical issues and practices are central to examining the use and impact of Internet for learning science. In this pilot study, we have been interested in how teachers perceive the use of In- ternet resources for collaborative and investigative

activities and the enhancement of student understandings about science.

BACKGROUND OF THE STUDY

The RuralNet project provides training for West Virginia public school science and mathematics teachers for the use of Internet resources in a manner consistent with the West Virginia State Science Education Standards or NSES (National Research Council, 1996). Eventually there will be over 1200 RuralNet trained science teachers in grades K-12 throughout the state.

Tbachers begin their year long process of training at a five-day summer workshop which provides introduction to the Internet and its uses in the classroom. Workshops include 8 hours of instruction each day in the use of e-mail, WWW browsers such as Netscape, Listserves, Newsgroups, FTP and TEL- NET procedures. Additional evening sessions offer time for practice, additional instruction and work with special topics. Following the summer workshops, teachers participate in on-line course work offered through West Virginia University and Marshall Uni- versity. The fall semester course serves to review and enhance telecommunication skills learned during the

'West Virginia K-12 RuralNet Project, 803 Allen Hall, West Vir-

ginia University, Morgantown, West Virginia 26505-612Z ''West Virginia K-12 RuralNet Project 803 D.C. p. 1.

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272 Wiesenmayer and Koul

summer, and the spring semester course focuses on the integration of Internet and WWW-based resources into science curriculum and development of an on-line community of RuralNet teachers.

During the summer of 1995, forty-three science and mathematics teachers were trained during two workshops conducted by RuralNet staff. These teachers, after completing the fall and spring on-line courses, assisted RuralNet staff during the following summer (1996) when an additional, 347 West Virginia science and mathematics teachers were trained during twenty workshops conducted throughout the state. Data for this pilot study was collected from these groups of which 51% were elementary teachers, 24% middle school teachers, and 25% high school teachers. Prior to RuralNet training, these teachers' experience with Internet and WWW was low; fewer than 10% rated themselves with a moderate to high level of expertise. But their level of enthusiasm to learn about Internet and WWW was very high.

METHOD

Semi-structured interviews and two identical on- line surveys and were used to collect data from teacher participants of WV K-12 RuralNet Project. The surveys were distributed and completed on-line following the Fall 1996 on-line course and the spring 1997 on-line course. Out of 145 teachers, 114 responded to the Fall 1996 survey (response rate =

78%) and out of 104 teachers, 54 responded to the Spring 1997 survey (response rate = 51%).

Tfeachers* perceptions on the impact of RuralNet on their teaching practices were the focus of the survey questionnaire. Specific items were directed toward teacher understandings of Internet resources, the development of collaborative relationships and the use of investigative projects in their classrooms. Tkble I summarizes the survey items on teachers perceptions of changes in teaching practices.

Tfen teachers were interviewed during the summer of 1997 with a purpose to uncover their meaning perspective (Bogdan and Biklen, 1992) and understandings regarding Internet resources and use for collaboration, research and investigative activities. Five were chosen from the pool of teachers trained during the summer of 1995 and five from the pool trained during the summer of 1996. Tfeachers were selected based upon their availability and accessibility.

We used an inductive qualitative approach toward understanding the views of the participants. Each semi-structured interview commenced with broad questions intended to help define the individual range of perspectives. Questions were then directed toward more in depth exploration of the teachers9 own statements. These interviews were transcribed and the data was analyzed to reveal patterns, singu- larities or themes (Miles and Huberman, 1994).

RESULTS

Teachers reported using Internet related to their science instruction in a number of ways. Most com- monly reported use of Internet reflects its influence

Table. L How Has Your Teaching Practice Changed as a Result of Your Participation in RuralNet Project

Fall 96 Spring 97 Total Total

n « 114 n = 54

I used the Internet in my classroom with students prior to joining the RuralNet. 20% 20% I allow my students to use the Internet during the class to research science topics. 36% 57% I require my students to use the Internet during the class to research science topics. 18% 31% I have replaced traditional textbook materials with Internet materials. 11% 20% I supplement traditonal textbook materials with Internet materials. 71% 87% My students and I communicate about class using the Internet. 22% 39% My students and I communicate with others beyond our school. 34% 56% Students are involved in collaborative learning experiences. 30% 43% More hands-on activities are being used in class. 38% 52% More project-based learning is being used in class. 35% 54% More integration of individual science disciplines in class. 19% 39% Students are engaged in authentic scientific investigations. 23% 31% Others 21% 7%



Integrating Internet Resources into the Science Classroom Teachers9 Perspectives 273

on instructional practice and potential to facilitate collaboration. Each will be discussed below.

Internet for Collaborative Activities. An important objective of the RuralNet project has been to move teachers beyond using the WWW as an encyclopedia of static science information and toward a more authentic science emulation. As a collaborative activity, science involves students in the dynamics of discussion and the challenge of multiple ideas and interpretations. RuralNet workshops and on-line courses aim at the development and utilization of In- ternet communication skills with the goal of helping teachers and students create on-line learning communities that will operate in a manner more closely resembling the collaborative practices of science and scientists. Just as scientists rely on the use of net- working technologies to create collaborative communities, we envision the integration of Internet into science classrooms as promoting scientific inquiry as a collaborative and community practice. As such, the concept of collaboration contains an assumption that a combination of knowledge and experiences with web resources, mentor-mentee relationships between teachers, and reflective teaching practices will pro- mote learning communities with local, regional and global perspectives.

The RuralNet Project has also aimed to help mitigate conditions of geographic isolation for teachers in West Virginia. Although West Virginia is rela- tively small in size, its topography results in a high degree of isolated communities. The many channels of communication provided by Internet and WWW (e-mail, Listserves, homepages, newsgroups) allow teachers to reach out of isolation instantly, not only to the next county but to the next continent. Teach- ers' comments on this matter confirm its importance:

... I find teaching to be an isolating experience and

you are stuck in a classroom. I think it is the only profession I know where you do not get a chance on a regular basis to sit down with your colleagues and exchange ideas. That is one thing that the In- ternet allows me to do. It allows me to do it. It allows me to pick up Jill* s brain and other people* s brains and I am not so isolated any more. I just don't feel like I'm in Fairmont, West Virginia anymore. 1 now can talk to teachers in the southern

part of the state that I didn't know before. I know a name many times without a face or you know 1 can talk to people all over. I don't feel isolated as a teacher there I can find out what the rest of the state is doing or the rest of the world actually. ... I don't know, I find out that teachers are more

willing to share on the Internet than we are when

we go to conferences ... on the Internet everybody just seems so helpful more willing to share for some reasons. I see that real big difference.

Teachers also relate that the skills, tools and data sources they have gained through RuralNet help them to engage their students in scientific inquiry and facilitate interactions with wider community:

Freetell really helped my kids talk to a gentleman in South Africa. He would tell them a lot about the

country. Their [students'] famous question was: "what time it is?' "What is the weather like?" Kids started to see that it is sunny here, winter there and that started. They started to get an aspect You can sit there and show them [kids] on globe well the sea- sons change, but that doesn't mean anything. But when someone is telling you, it is a different story. We are such a small rural county in the ruralist of all places within the county that there is life beyond our small, small town ... we could go find pictures about coal mines and pictures about flooding and that, to students, was just remarkable. That other

people lived in other places and had the same kind of problems.

Survey results are shown in Tkble I. Among their responses to our survey items, teachers noted the following changes in their teaching practices: involvement of students in collaborative learning experiences (30% in Fall 96 and 43% in Spring 97); communication with their students (22% in Fall % and 39% in Spring 97) and communication beyond school (34% in Fall 96 and 56% in Spring 97).

We have learned that support for participants can be provided through on-line WWW-based tools. RuralNet staff have developed tools (accessed through homepage) to help participants sign-up for topic discussion groups, identify and locate other participating teachers, post their materials in project-managed searchable databases, and upload their lesson frameworks. These tools have allowed participants to access and share data in an easier-to-use, friendlier environ- ment than they might experience attempting the same tasks via e-mail or through the use of FTP procedures. The tools have also provided project staff with more efficient, time saving methods of managing information. Our objective of teaching Internet skills is not to establish a routine patten of Internet usage but to em- power teachers to initiate changes in their Internet usage based on input or feedback and coordination with peer teachers. Tfeachers should and need to explore al- ternatives and modify instruction for a collective impact on students. Tfeachers should be collaborative evaluators of quality Internet usage.



274

Impact on Instruction

Internet as a Curriculum Resource. A large per- centage of teachers (71% in Fall 96 and 87% in Spring 97) reported in our survey that they supplement textbook materials with materials from the In- ternet (Tkble I). And during interviews teachers often compared Internet resources to the traditional textbook and other printed resources:

I think [Internet resources] have changed my whole view of science. I mean before I was the textbook person. I followed the textbook, did the test, did

questions, I do not do that anymore. We take a trip to Gettysburg every year. We have used Internet to research Gettysburg, the area and the battlefield, so that when students go to the battlefield they already have a good working knowledge and have actually seen some of the sights. When

they get there and the tour guide says "do you know this? ", my kids will go "yes, we have already done that". It really pulls them to become involved more than just the textbook. ... We were taught to use the book, to use the man- ual, that is the way I was taught, but now I very seldom use the book anymore except as a resource or something to look back on. . . . librarian is not really happy that they [students] do not care about the encyclopedia anymore.

Tfeachers have also used Internet as a resource for teacher tested lesson-plans:

. . . Everything is there for you. You don't have to

get up and go to the library to get a copy of the book or to get a picture of a map or get a study guide. A lot of times I do not even have to rewrite the lesson because I can find a lesson that will work. You can go out and buy a lot of books that have lesson plans in them but they aren't exactly teacher tested and this way you can find out from teachers what works in the classroom and what modifications

you can make. I have a couple of student teachers since I've been on the Internet and I impress upon them that you can find [lesson] plans on the Internet. ERIC is a

very good source and the RuralNet homepage is a very good source. They [the student teachers] don't have to re-invent it every time. . . . When I was working on a weather unit, I found some information from the Internet that I then made [hand-outs] on cold fronts and warm fronts. The kids were still not getting it so I went looking for something else and I found a basic video and it showed a cold front moving and a warm front moving.

The last quote is from a teacher who did not have Internet access in her classroom so she "printed the images and made transparencies." The speed of

Wiesenmayer and Koul

Internet and its access to extensive information sites and communication networks seemed to particularly please many of the teachers:

Students like the quick kind of things. They like to be entertained ... it has music and action they [students] seem to draw toward it more. Some of the worm pages have worm songs or there is one page where you get to hear different frogs . . . kids you know .... ... it is more fun to research this [Internet] way and more immediate gratification ....

It seems that teachers perceive the Internet as a technical resource that addresses many classroom needs and desires. Much of the commentary is highly appreciative of Internet: 11% of those responding in Fall 96 survey noted that they have replaced textbook materials with materials from the Internet. This fig- ure was 20% among Spring 97 participants. But how do teachers assess the value of Internet in their classrooms? By what criteria should they assess this resource? When teachers compare Internet to traditional textbooks they engage substantive background of involvement with and understandings of the textbook as a curriculum resource and a pedagogical tool. There is a need for teachers to examine the Internet in the same critical light in which other resources are viewed and evaluated.

Frustrations. Not all teachers were highly enthu- siastic about Internet usage in their classrooms:

... It gets very frustrating at times when you are

trying to search the Net and work and try to find

something and there is a lot of garbage ....

They don't clean off the Internet as much as they should. There were some things (collaborative ac-

tivities) that had been there two or three years. You think it is something that the kids can do and click in there and the date was three years ago! That gets very frustrating when you only have a certain amount of time to go searching.

A few teachers complained that much of the information available on the Net is not in a form usable by teachers.

... I found a lot of sites. Even though the descrip- tion read well, when I got to the site, there wasn't

anything I could use in the classroom. In some cases it was way above an explanation my kids could un- derstand. In other cases, it was too simplistic or did not even exist . . . that gets very frustrating and

again when you only have a certain amount of time to go searching, you waste a lot of time ....

The ultimate frustration is felt when the teacher finds great sites for his/her students, gets the equip-



Integrating Internet Resources into the Science Classroom Teachers' Perspectives 275

ment set up, is ready to showcase the Net and noth- ing happens! As one of the teachers explains:

. . . You found the sites and you are there and go to it By the time you know it, forty minutes have

gone and the site still hasn't loaded. The kids get frustrated. . . . There is a lot of frustration when you don't have the computers there at the school so that the kids can do this [use Internet). The world is moving so fast, but things in the schools are not moving that fast. That gets very, very frustrating. . . .The lack of equipment is frustrating. I bought the monitor and TV converter so that I can have access to Internet in my classroom.

Many teachers and educators are preoccupied with the logistical demands of using Internet while issues of the its impact on instructional objectives and classroom practices become marginalized. It is important to realize that bringing the Internet into classrooms involves teachers in a "new managerial role and instructional role" (Mergendoller, 19%) and consider how this new role functions along with the new technological resource.

Internet for Investigative Activities. The teachers we interviewed feel their classrooms have become less teacher centered and more investigative.

... I think it' s [using the Internet] has changed how I teach science. I used to feel like I was the dissemi- nator of the information and I would lecture and I would have cute little units where as now with the use of the Internet, I sort of feel like I'm more of a facilitator. That totally changed my teaching around because 1 was standing up there feeling so

responsible for disseminating the information, the

tests, and then the chapter questions. Now it is more of a collaboration. . . .1 don't see myself as a teacher anymore. I am a facilitator.

When teachers involve their students in investi- gatory activities, they pursue solutions to contextual- ized problems by asking and refining questions. Students gather information, collect and analyze data, debate ideas draw conclusions and convey their ideas and findings to others.

RuralNet has focused the year long training process through a common curriculum theme which provides continuity as well as a shared topic for con- versation and investigation. The topic of watersheds was chosen for a number of reasons. As one of the seven basic curriculum themes mandated by the new state science curriculum framework, watersheds is

particularly well suited to the mountainous topography of West Virginia. It is a topic easily undertaken

by a "systems" approach to education since it sub- sumes a number of important concepts (ecology, bot- any and zoology, environmental studies, weather, earth science).

Discussion of watershed qualities and issues can be extended beyond science classrooms into subjects such as English, social studies, economics, government and others. Watershed investigations fall into one or more of these areas: a) social aspects of watersheds that involve the investigation of how humans interact with a watershed, b) physical aspects of the watersheds that involve a visual and mechanical evaluation of watershed features, c) biological aspects of the watersheds that involve identifying the type, number, and health of the plants and animals which live in and around watershed, and d) chemical aspects of the watersheds that involve the chemical makeup of the water within the watersheds. A wealth of material ex- ists on line (for example, http://www.wvu.edu/- ruralnet/, http://www.igc.apc.org/green/green.html) related to all these aspects of watersheds.

During the summer workshops, participating teachers are introduced to the watershed theme as they use WWW-browsers and search-engines to locate materials. Teachers are also given several exam- ples of units and activities that have been developed utilizing watershed related Internet and WWW-based resource materials. At the close of workshop they will have selected some aspect of watersheds as the foundation for their development of a framework during the fall semester on-line course. The spring on-line course focuses on peer-critique of the frameworks and classroom implementation.

Tfeachers noted in our surveys (Bible I) that con- ceptual changes in their teaching practices included the use of Internet for allowing their students to research science topics (36% in Fall 96 and 57% in Spring 97), requiring their students to research science topics (18% in Fall % and 31% in Spring 97), more hands-on activities (38% in Fall 96 and 52% in Spring 97), project based learning (35% in Fall 96 and 54% in Spring 97), interdisciplinarity (19% in Fall 96 and 39% in Spring 97) and involving students in authentic investigations (23% in Fall 96 and 31% in Spring 97). Verbal comments often related to the usefulness of Internet in facilitating investigations and suggesting hands-on activities:

I had one student who wanted to test residual stream that runs through the town called Town Run and she wanted to do testing. She asked me if I could help her. [ said I know exactly where [which Internet re-



276 Wiesenmayer and Koul

source] to go to. I went to Jason Project, their stream study. ... we [another teacher and I] kind of collaborated to get the temperatures and the pH and see how much difference [in pH] is made ... we also have to take into account the effect of farming and animals to see if it was any different from down when

you get to Charleston. I have [used] that Bill Nye activity. I like to watch the kids work hands-on in groups especially when

you hear 'that is why that has happened' or you hear them explain it to one another and that is when you know learning is taking place. Not when I stand in front of the room and say this is going to happen because ... but they can see this happened and ex-

plain it to one another. I have found materials for not only teachers but materials for students out there many times on the In- ternet. If I'm doing a unit on electricity or

magnetism or whatever, I'll find sites that have audio and video things that the kids will be interested in

seeing and I bookmark them to have ready as part of the class that day. Kids seem to get more into science because you don't have to open the book to

page 23 and read four pages of definitions. It's really changed the way I teach science.

Tfeachers have shared with us lesson plans and studies in which they used Internet resources to help research topics in transportation, recreation, irriga- tion and industrial uses of water and chemical makeup of water. Investigations ranged from a simple look at what lives in a watershed (i.e. a creek jar) to more complex evaluations of estimating the population for water quality indicator species such as the Save Streams macro-invertebrate counts.

Science educators consider informed decision making on science-related societal issues to be a particularly high attribute for scientific literacy (Ratcliff, 1997 Ramsey, 1993). Internet resources can help students to find information on an issue or problem and clarify the advantages and disadvantages for a par- ticular course of action:

Teacher: Through our [Internet] project, which was 'how flooded coal mines affect our watershed', we found out that our watershed was contaminated with barium, which we kind of figured in the beginning because it's happened there before. And because of that, we talked to County Health Department people and found out that our water did contain this

[barium]. I don't know that it's because of what we did or just happened to be a fluke, but for two months during the spring of the year the water, the town water was shut off and nobody could drink the town water because it was contaminated. Researcher: So how did students feel about that? Teacher They felt victorious, as if they had been the ones that had that power. Whether they did or not

we'll never know. It just happened to be an odd

thing that we happened to contact the health department saying we've done these tests we found that the barium level is high. Are we doing our tests

right? We never go a good response from them, but a week later or so the waters turned off. Researcher: Would you be planning to do a follow

up study to that in the next school year? Teacher No, because my principal told me that may be I was stepping outside my own boundaries and

may be I'd better find another subject

While investigations into historical or science, technology and society issues may stir some contro- versy among various interest groups, teachers who thus involve their students as scientists aim toward achieving the West Virginia state science curriculum objective of "evidence based decision on societal issues" (Marockie, 1997).

Internet and the Nature of Science. Science is a way of responding to our curiosity about the physical world. Science is a process oriented dynamic activity with no prescribed method (Feyerabend, 1993). The practice of science involves methodology specific to the members of a scientific community (Kuhn, 1970; Lakatos, 1970) which produces systematic claims (Carnap, 1950) that are shaped by purely theoretical and sociopolitical influences (Shapin and Schaffer, 1985). The nature of science is not marked by accu- mulations of empirical or positivistic facts but by lay- ers of uncertainty and tentativeness. Since students learn the nature of science through the methods and procedures they follow, it is important that classroom integration of Internet illuminate and reflect the nature of scientific inquiry:

I saw that science is more than a textbook of material to disseminate to kids. It was actually something that they could use once they left this room .... ... the kids always thought science was just a book of facts that you had to memorize that was the stuff that they found out hundred of years ago and we had to learn what scientists long time ago learned and now they saw after being on there. We were fol-

lowing what was happening, all the discussions on the net about global warming. What amazed them

[students] was that scientists don't always agree and what amazed students was that science was [is] a dynamic process, not something static .... Science is now exciting. It used to be a lot of times when students were told they had to get out their science books and start reacting. Well with the In- ternet you can actually see a volcano erupt and you can see how it happens. You can see a earthquake. You can see how the titanic plates move. You can see the waterfall and butterflies. You can hear sounds that the animals make. You can change and



Integrating Internet Resources into the Science Classroom Teachers9 Perspectives 277

design environments and what is really exciting you can get involved ....

These sorts of remarks about experiences with Internet suggest the tremendous attraction it holds for teachers and students. Yet we would caution against allowing the Internet to primarily operate as the provider of 'factual' experiences in the formation of a basis for learning. Inductive experiences with 'seeing the titanic plates move', 'seeing the waterfall' and 'hearing the sounds of animals' are helpful but not enough for meaningful learning to take place. This is why numerous auricular initiatives, including the constructivist movement in science education, are based upon addressing the limitations of empiricist methodology (Driver, 1994). Internet usage should be designed to engage and build on the prior experiences and conceptions of the learner. Ultimately, students may encounter difficulties in learning if they fail to find a referent for their everyday experiences with the scientific experiences they have in school. We hope that these everyday experiences will be fur- ther enriched, not replaced by student experiences with Internet.

CONCLUDING REMARKS

Results of two identical longitudinal surveys and pilot interviews with ten teachers reveal a general enthusiasm on Internet usage and perceived changes in teaching practices. Teachers from all over West Vir- ginia perceive Internet as a major tool for teaching collaborative and investigative practices of science and scientists. But enthusiasm for the benefits of the technology is mingled with teacher frustrations with classroom logistics and constraints. We hope that fu-

ture case studies will help us better assess the pedagogical utility of Internet tools within the actual classroom practices of teachers.

ACKNOWLEDGMENTS

The research for this article was funded by the National Science Foundation (ESI-9550017), The West Virginia Research Corporation and the West Virginia University.

REFERENCES

Bogdan, R., and Biklen, S. K. (1992). Qualitative Research for Edu- cation, an Introduction to Theory and Methods, Allyn and Ba- con, Boston, Massachusetts.

Camap, R. (1950). Logical Foundations of Probability. University of Chicago Press, Chicago, Illinois.

Driver, R. (1994). Making Sense of Secondary Science, Research into Children's Ideas. Routledge, New York.

Feyerabend, R (1993). Against Method Vereo, New York. Kuhn, T S. (1962). The Structure of Scientific Revolutions. Univer-

sity of Chicago Press, Chicago, Illinois. Lakatos, I., and Musgrave, A. (Eds.). (1970). Criticism and the

Growth of Knowledge. Cambridge University Press, Cam- bridge, United Kingdom.

Marockie, H. (1997). Instructional Goals and Objectives for West Virginia Schools-Science. Charleston, West Virginia Depart- ment of Education, West Virginia.

Miles, M. R, and Huberman, M. (1994). Qualitative Data Analysis, an Expanded Sourcebook. Sage, Thousand Oaks, California

National Research Council (1996). National Science Education Standards. National Academy Press, Washington.

Ramsey, J. (1993). The science education reform movement: Im- plications for social responsibility. Science Education, H: 235- 258.

Ratcliff, M. (1997). Pupil decision-making about socio-scientific issues within the science curriculum. International Journal of Science Education, 19(2), 176-182.

Shapin, S., and Schaffer, S. (1985). Leviathan and the Air Pump. Princeton University Press, New Jersey.



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Integrating Internet Resources into the Science Classroom: Teachers' Perspectives