Toth, E. E. (2009). Virtual inquiry in the science classroom: What is the role of Technological  Pedagogical Content Knowledge? International Journal of Information & Communication Technology Education, 5(4), 78-87. https://doi.org/10.4018/jicte.2009041008

Abstract:

“The article presents a study conducted to assist teachers in their development of pedagogical content knowledge (PCK) for classroom inquiry in the college introductory biology classrooms or high school biology, as relevant to the selection and use of technological tools. The study examines previous research including inquiry learning that is defined as the coordination of designing experiments and asking questions, the characteristics of educational software tools that support learning effectively and the pedagogical content knowledge. The results show that when it comes to supporting inquiry learning, all software tools are not created equal, thus previous research studies report contradictory findings of effectiveness.”