Inquiry-Based Science Education and the Digital Research Triad

Abstract

The chapter deals with a new research field that has arisen at the intersection of scientific experiment and emerging digital technologies. The classical triad of experimental research ‘subject-instrument-object' and its implementation in science education are in the focus of the chapter. The triad is studied in its evolution to a so-called digital triad corresponding to the experimental science of digital society. In the digital triad, each of the three components are transformed. The knowing subject - researcher is transformed to the digital scholar; the experimental instrument is transformed on the base of emerging cloud and mobile technologies; the research object comprising hybrid natural-artificial components emerges. The digital transformations of the experimental research triad and educational practices based on the digital triad are manifested in a number of pioneer inquiry-based projects analyzed in the chapter.

Pre-service teacher’s self-perception of digital literacy: The case of Israel

“…Urged by educational reforms, educators are under constant pressure to improve, innovate, and display higher skills before their students (Priestley 2011), including the use of technology in the teaching context (Gudmundsdottir and Hatlevik 2018). Educators around the world and in Israel are trying to adapt their educational systems to the changes that characterize current societies (Tsybulsky and Levin 2017;Sjöberg 2018). Accordingly, the constant search for effective means of achieving teachers' ongoing professional development has become a global concern (Bautista and Oretga-Ruiz 2017).…”

“…The contribution of this study is the presentation of the findings of a survey that examines the Digital literacy and Digital Readiness of a representative sample of students from five colleges in Israel. The choice of pre-service teachers, i.e., undergraduate students who are in their basic training stage, is important in light of systemic reforms in Israel and worldwide, which promote the adaptation of educational systems to the digital age (Tsybulsky and Levin 2017). In Israel, studies have been conducted to assess the digital skills of various population groups (Eshet-Alkalai and Chajut 2010).…”

Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

“…Lately, the emergence of a digital society has been viewed as a change in people's worldview (Ess, 2015;Floridi, 2014). Recently conducted studies in the educational context suggest that teachers' worldviews are transformed in response to the profound change in the global society (Tsybulsky & Levin, 2017;Tsybulsky & Levin, 2019). Using content and structural analyses, the study of Tsybulsky and Levin (2019) found that science teachers' worldviews could be classified into the following categories:…”

Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

“…The subjective world is associated with individuals' self-awareness of their new role, not as isolated agents but as interconnected informational organisms. Recently conducted studies in the educational context suggest that teachers' worldviews are transformed in response to the profound change in the global society (Tsybulsky & Levin, 2017;Tsybulsky & Levin, 2019). The study of Tsybulsky & Levin (2019) found that science teachers' worldviews could be classified into the following categories:…”