Contemporary approaches to learning science: technologically-mediated practical work

Scanlon, Eileen; Morris, Erica; Paolo, Terry Di; Cooper, Martyn

doi:10.1080/03057260208560188

Cited by 58 publications

(36 citation statements)

References 39 publications

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“…It has been applied to a number of examples in science education using information technology (see e.g. Scanlon et al, 2002). It is not however yet a model applicable to considering learning though experience or learning in informal settings.…”

Section: Our Approach: Design Based Researchmentioning

confidence: 99%

“…We will consider these by looking at certain aspects of an EU funded project Practical Experimentation through Accessible Remote Learning Project (see Scanlon et al, 2002), which involved Project partners from the Open University; University of Dundee; University of Porto; Trinity College, Dublin (TCD) and a commercial robotics company Zenon, Greece. The overall aims of the project were to develop a flexible system enabling students to conduct real experiments remotely over the Internet and to research the pedagogic impact of this approach by validating its developments in different educational contexts in Higher Education.…”

Section: Case Study 1: the Socio-cultural Approach-the Pearl Projectmentioning

confidence: 99%

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Technology enhanced learning in science: interactions, affordances and design based research

Scanlon

2010

JIME

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Abstract:The role of an educational technologist is difficult to define. This paper reflects on the experience of working on a range of technology enhanced learning in science projects to review a number of working principles which have proved effective in the practice of educational technology. It discusses how these principles relate to the theories in use in educational technology. Three case studies are considered illustrating methods of participatory design, design based research and socio-cultural approaches. All the case studies are taken from the application of educational technology principles to the design of examples of science instruction. The paper offers an interpretation of the contemporary practice of educational technology

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Section: Our Approach: Design Based Researchmentioning

confidence: 99%

Section: Case Study 1: the Socio-cultural Approach-the Pearl Projectmentioning

confidence: 99%

Technology enhanced learning in science: interactions, affordances and design based research

Scanlon

2010

JIME

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“…Entre outras possibilidades citadas na literatura da área estão o uso de experimentos remotos via internet (Lambourne, 2012(Lambourne, , 2007Paolo et al, 2004), kits e manuais enviados aos estudantes. Além disso, o agrupamento dos estudantes nas universidades em cursos intensivos (Lambourne, 2007); a oportunidade de passeios virtuais em museus, em espaços de interação e diálogos via internet (Scanlon 1997(Scanlon , 2002; o acesso a diferentes bancos com recursos multimídia; e a utilização de laboratórios virtuais colaborativos (Lemke, 2013) também são alternativas mencionadas.…”

Section: Atividades Em Disciplinas Dos Cursos De Formação Em Ciêncunclassified

A Experimentação No Contexto Brasileiro Da Formação De Professores Em Ciências Na Ead

Heckler¹,

Motta²,

Galiazzi³

2015

EaD em Foco

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Neste artigo expressamos compreensões sobre o desenvolver da experimentação na formação de professores em Ciências na Educação a Distância (EaD). Abrange uma revisão bibliográfica em duas etapas. A primeira envolve 1.811 publicações, em seis periódicos brasileiros da área de Educação em Ciências e a segunda etapa 176 publicações disponibilizadas na Scientific Electronic Library Online (SciELO). Foram selecionados 28 produções vinculadas a EaD, constituindo o corpus de análise da pesquisa. A partir da Análise Textual Discursiva (ATD) emergem três categorias: a primeira abrange as atividades em disciplinas dos cursos de formação em Ciências na EaD; a segunda engloba os ensaios teóricos e as investigações sobre/na EaD em Ciências; e a terceira é constituída pelas atividades extracurriculares em Ciências via/na EaD. Entre os resultados registramos um trabalho associado ao uso de simuladores na experimentação em disciplinas da formação de professores. Em um maior percentual dos trabalhos a centralidade está no debate sobre o uso do laboratório didático e na disciplina de laboratório. Na experimentação em atividades extraclasse, registramos um projeto em torno de um experimento remoto via web. Palavras-chave: Formação de professores; Universidade Aberta do Brasil; Pesquisa qualitativa; Educação a Distância; Experimentação em Ciências. The Experimentation in the Brazilian Context of Teacher Education in Sciences on Distance Education Abstract In this paper we express insights about developing experimentation in distance teacher education course in Science. We develop a literature review in two steps. The first step involves 1,811 publications in six Brazilian journals of Science Education Area and the second step, 176 publications available at Scientific Electronic Library Online (SciELO). In this study, we selected 28 productions about distance education (DE) which forms the research analysis corpus. In the study developed by Textual Discourse Analysis (ATD), three categories emerge: the first category covers the activities in disciplines in the distance education teacher training courses in Sciences; the second covers the theoretical-practices and investigations in Sciences about/ at a distance; and the third consists of Sciences extracurricular activities via/at distance a distance. Among the results, we registered a work associated to the use of simulators in the experimentation. In a larger percentage of the analyzed studies, the centrality relies on the discussion about the use of the didactic laboratory and the discipline of laboratory. Concerning the experimentation in extracurricular activities, we verified a project based on a remote experiment via web. Keywords: Teacher Education; Open University of Brazil; Qualitative research; Distance Education; Experimentation in Sciences.

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“…The advancement of the Information and Communication Technologies offered new ways of partnerships and participation [15] and brought new methods in the adoption of educational and learning methods [16]. The establishment of the movement around Open Educational Resources (OERs) has introduced new practices in acquiring knowledge and accelerating the learning process [17], with the primary goal of the OERs being the creation of "a culture of sharing resources and practices which will help facilitate change and innovation in education" [18].…”

Section: Open Science Embedded In E-learningmentioning

confidence: 99%

Fostering open science to research using a taxonomy and an eLearning portal

Pontika

Knoth

Cancellieri

et al. 2015

Proceedings of the 15th International Conference on Knowledge Technologies and Data-Driven Business

126

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Contemporary approaches to learning science: technologically-mediated practical work

Cited by 58 publications

References 39 publications

Technology enhanced learning in science: interactions, affordances and design based research

Technology enhanced learning in science: interactions, affordances and design based research

A Experimentação No Contexto Brasileiro Da Formação De Professores Em Ciências Na Ead

Fostering open science to research using a taxonomy and an eLearning portal

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