Digital Resources in Science, Mathematics and Technology Teaching – How to Convert Them into Tools to Learn

Lopes, J. Bernardino; Costa, Cyro Paulino da

doi:10.1007/978-3-030-20954-4_18

Cited by 20 publications

(19 citation statements)

References 29 publications

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“…Although this theoretical framework has developed in the field of mathematics education, we think it can be used in the framework of STEM education as [1] did. What is to be retained from this theoretical framework is that much attention is needed [1][2][3][4]: (a) to the task and its objectives; (b) to the mediation of the connections between students' work with DR to perform the task and the learning outcomes in STEM; (c) to the way DR becomes a tool; (d) to the autonomy to be granted to students in a progressive way throughout the task; (e) to the movement from the use of DR in manipulative interactions to the use of DR as an epistemic tool.…”

Section: Instrumental Orchestration In Teaching To Enhance Stem Learningmentioning

confidence: 99%

“…The notion of IO has not been associated with that of epistemic tool, although some authors have already done so [1]. However, this link is almost obvious, because as [20] says, any artefact, such as DRs, has to be appropriated by the students in order to become tools.…”

Section: Stem Learning With Epistemic Toolsmentioning

confidence: 99%

“…However, this link is almost obvious, because as [20] says, any artefact, such as DRs, has to be appropriated by the students in order to become tools. This process of appropriation and use of DRs can be taken to the field of epistemic learning and, in this process, artefacts assume the role of epistemic tools [1,12].…”

Section: Stem Learning With Epistemic Toolsmentioning

confidence: 99%

“…A DR has to fulfil some requirements mentioned in [1,12,13] to be used as an epistemic tool: (a) be manipulated in such a way that its use contributes to the students solving the task; (b) allow students to build knowledge from the students' perspective; (c) allow students to take on the role of epistemic agents in the epistemic activity that is taking place during the resolution of the task; (d) support the conversion of representations from one representation system to another.…”

Section: Stem Learning With Epistemic Toolsmentioning

confidence: 99%

“…Although the research shows that there are various educational resources for science, technology, engineering, and mathematics (STEM) with potential to help teachers create more stimulating and challenging learning environments (e.g., epistemic learning), often teachers fail to obtain educational advantages from their use. orchestrated to improve the quality of students learning, in particular improving epistemic learning [1][2][3][4][5][6][7][8][9][10][11][12][13]. These results make it more urgent for teachers to adopt digital resources as epistemic tools.…”

Section: Introductionmentioning

confidence: 99%

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Converting Digital Resources into Epistemic Tools Enhancing STEM Learning

Lopes

Costa

2021

Communications in Computer and Information Science

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This study focuses on the problem of the possibility of converting digital resources used by STEM teachers into epistemic tools (ET) to improve the quality of student learning and the role instrumental orchestration can play in this process. Lessons by two STEM teachers from the college teaching were analysed during a period of time in which digital resources (DRs) were used and at some point in the class, the students used these DRs as tools. These classes were described according to the protocol of Multimodal Narratives and are available in a public collection. The research question that is answered is: what instrumental orchestration did teachers use in their classes so that the use of DRs by students would make it possible to use them as an ET? The results show that (a) there are three modes of instrumental orchestration that influence students' use of DRs as ET: time; teacher mediation; articulation between DRs; (b) the most decisive and predictor way of using DR as an ET is the mediation of the teacher (task type, students autonomy provided, epistemic moves and connection between DR and learning); (c) the mode time is decisive especially for the use of DR as ET to a high degree; (d) a more extensive articulation between DRs can favour the use of DR as ET. This article advances in two directions: 1) to characterize instrumental orchestration modes that are effective for using DR as ET; 2) to characterize (three) instrumental orchestration modes instead of instrumental orchestration types.

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Section: Instrumental Orchestration In Teaching To Enhance Stem Learningmentioning

confidence: 99%

Section: Stem Learning With Epistemic Toolsmentioning

confidence: 99%

Section: Stem Learning With Epistemic Toolsmentioning

confidence: 99%

Section: Stem Learning With Epistemic Toolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Converting Digital Resources into Epistemic Tools Enhancing STEM Learning

Lopes

Costa

2021

Communications in Computer and Information Science

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Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

Araújo¹,

Lopes

Soares

et al. 2021

Communications in Computer and Information Science

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The article refers to an investigation into curricular integration (CI) strategies of computer simulations (CS), level of guidance and teacher mediation on the given tasks when using a CS, in the recognition and conceptual elaboration of the structure of the matter and alterations in the physical state at a microscopic level, in tasks with same degree of orientation and the perception of autonomy by students in the 5th grade. Quantitative and qualitative methods were used. Regarding curricular integration strategies, the class with the best results was the class in which the EXPLORA 1 strategy was applied. With regard to task guidance, the groups submitted to a moderate guidance degree were those who obtained the best learning results. In relations to mediation, the results of mediation are not independent of students' learning and the perception that the student' have about the autonomy and the time they have for the autonomous work. We conclude that autonomy with low guidance can be ineffective and the mediation with a lot of teacher intervention in the context of moderately guidance task can also reduce effectiveness.

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BiblioLab Project: Teachers, Parents and Students’ Perspectives About the Usability and Usefulness of an Educational Distance Learning Platform

Rocha¹,

Pessoa²,

Gomes

et al. 2021

Communications in Computer and Information Science

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The dialogue between science education and literary education increases the interest of students and promotes the development of skills essential for the learning process. Despite its potential for fostering learning, this articulation -science and literature -is scarce in schools. In this context BiblioLab appears as a platform that intends to articulate these two areas of knowledge, fostering skills such as creativity, critical thinking, collaboration and communication. In this study we report the development of BiblioLab, a platform that offers Open Educational Resources (OER) developed through a design science research methodology to be used by teachers, parents and students. Students, parents and teachers were invited to use BiblioLab and to provide us feedback during the entire development process. Also, after exploring and completing one activity, teachers, parents and students were invited to complete a questionnaire and an interview. With this, we aim to understand how what we observed throughout this first phase of implementation supports the usability of the platform, and to detect the main difficulties and co-construct solutions to overcome these. Our results suggest that: students, teachers and parents have enjoyed using BiblioLab and consider that its platform and associated OER, achieve good levels of functionality and usability. The results also highlight the need to find additional solutions to foster autonomous and collaborative work in science and literary education (at distance) in primary schools.

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Digital Resources in Science, Mathematics and Technology Teaching – How to Convert Them into Tools to Learn

Cited by 20 publications

References 29 publications

Converting Digital Resources into Epistemic Tools Enhancing STEM Learning

Converting Digital Resources into Epistemic Tools Enhancing STEM Learning

Computational Simulations in the Construction of Abstract Concepts and in Promoting of Students Autonomy in the 5th Grade

BiblioLab Project: Teachers, Parents and Students’ Perspectives About the Usability and Usefulness of an Educational Distance Learning Platform

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