1,721,244 research outputs found
Recommended from our members
ICT for science education: current prospects and trends for research
No full textAbout the book: Developments in information technology are bringing about changes in science education. This Reader focuses on the theoretical and practical consideration of using information and communications technologies in teaching and learning. It examines current approaches to teaching and learning in science at various levels of education, and ways in which science in made more accessible. This will include the future potential of such current developments as access to practical work delivered on the web.
The Reader is divided into three sections:
What are the current issues in using ICT to teach and learn in science?
Designing and evaluating ICT to teach and learn science
Extending access to science learning
This is a companion book to Reconsidering Science Education, also published by RoutledgeFalmer.
Mediating Science Learning Through ICT is a valuable resource for teachers on Masters courses in science education and academics in science education
Educational visions: The lessons from 40 years of innovation
Full text linkEducational Visions looks to future developments in educational technology by reviewing our history of computers and education, covering themes such as learning analytics and design, inquiry learning, citizen science, inclusion, and learning at scale. The book shows how successful innovations can be built over time, informs readers about current practice and demonstrates how they can use this work themselves.
This book is intended for anyone who is involved in the study and practice of technology-enhanced learning. It includes examples from informal learning such as MOOCs and citizen science, as well as higher education. Although the foundations of this work are in the UK, its influence has spread worldwide, so it will be of interest internationally
Recommended from our members
Interpreting contested science: media influence and scientific citizenship
No full textIn this chapter the authors document the findings from a study of newspaper reception of ‘contested science’, where participants were encouraged to discuss how they actively interpreted and contextualised (or avoided) this reporting. Drawing on two examples—finger length and sexuality, and genetics and intelligence—the chapter compares the main findings from a study of newspaper content with that of a reception study involving 14 focus group interviews. The authors argue that controversial topics in science provide scientific citizens with interesting opportunities for discussion and action that can have consequences for their engagement with science
Recommended from our members
Design processes of a citizen inquiry community
Full text linkAs with other online communities, it is important to design elements of citizen inquiry projects that will attract and engage members. This chapter describes the process of designing an online community for citizen inquiry. It builds on design principles of inquiry learning, citizen inquiry and other online communities. The ‘Weather-it’ citizen inquiry community is intended to engage and support people in initiating and joining sustainable citizen-led investigations. The findings indicate some successful mechanisms for the design of effective and sustainable citizen inquiry communities and ways to sustain them
Recommended from our members
Evaluating Computer-assisted learning at the British Open University
No full textThis chapter discusses evaluations and approaches to evaluations of CAL at the OUU
Recommended from our members
Editorial introduction: orchestrating inquiry learning
No full textThe contributors to this book offer characterisations of the nature of inquiry learning. They attempt to specify the conditions and pedagogic contexts within which such learning can most effectively be promoted and are working to distil the results into concrete messages for practical application. Whilst a key focus for many authors is the inquiry learning that is conducted in and framed by the concerns of formal educational settings, for example schools and colleges. Other learning contexts are also considered, including school grounds, homes, museums and discovery centres, streets and parkland. A theme of the book is how to connect learning within and beyond the classroom
Recommended from our members
Introducing citizen inquiry
Full text linkThe term ‘citizen inquiry’ was coined to describe ways that members of the public can learn by initiating or joining shared inquiry-led scientific investigations (Sharples et al., 2013). It merges learning through scientific investigation with mass collaborative participation exemplified in citizen science activities, altering the relationship most people have with research from being passive recipients to becoming actively engaged, and the relationship between scholarship and public understanding from dissemination towards cooperation. Through the presentation of empirical studies, this edited volume introduces concepts and practices of citizen inquiry
Recommended from our members
Inquiry learning reconsidered; contexts, representations and challenges
No full text[About the book]
There is currently a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly when supported by technology, it can be a significant vehicle for developing higher order thinking skills. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their knowledge of the world, yet such methods can present significant challenges for teachers and students.
Orchestrating Inquiry Learning addresses the key challenge of how to resource and support processes of inquiry learning within and beyond the classroom. It argues that technological support, when coupled with appropriate design of activities and management of the learning environment, can enable inquiry learning experiences that are engaging, authentic and personally relevant
Recommended from our members
Accessible Inclusive Learning: Foundations
Full text linkOne of the most persistent themes in discussions around technology in education is the idea that technology can affect access to learning. This can be seen as positive or negative, and it is often more complex than it seems. If computers can convert the text in a web page into spoken word, or the spoken words on a video into captions, have we made the learning accessible to deaf or blind students? Most likely we have made an important step in the right direction, but this might be only one challenge in the wider pedagogy and student experience. If MOOCs can teach thousands for free without any cost or entry requirements, does that mean they are increasing access? Perhaps, but are they also creating barriers for some through the pedagogical and technical design? In this chapter we will unpack how these issues have been tackled through research
Recommended from our members
Online citizen science: participation, motivation, and opportunities for informal learning
No full textIn this chapter we consider aspects of informal learning in online citizen science projects by exploring the motivation of citizens to participate. A mixed-methods case study approach was taken to investigate three projects in detail: Foldit, Folding@home and Planet Hunters. The following research questions were addressed: (a) What are some of the characteristics of project participants? (b) What motivations initiate and sustain participation in these projects? (c) What opportunities are there for informal learning? Drawing together the findings from these surveys, we explore how online citizen science projects promote informal learning of science, of technology and of forms of distributed collaboration
- …
