Mediating Science Learning through ICT

Mediating Science Learning through ICT

Mediating Science Learning through ICT

Mediating Science Learning through ICT

Synopsis

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.

Excerpt

This collection of readings has been chosen to complement The Open University's course on contemporary issues in science learning, which is part of the MSc in Science. This is the second of two volumes which together provide our students with a set of readings for their use in the course. The other reader deals with a reconsideration of science learning.

These two volumes of readings form a small part of the Master's module on contemporary issues, which is part of a Master's course in Science being produced in the Science Faculty of The Open University by a team from the Faculties of Science and Education and Language Studies, and the Institute of Educational Technology. It is studied by students aiming for the Master's degree in Science , but it also can act as a subsidiary course for other Open University Masters awards in Education and Online and Distance Education.

Study materials provided by the University also include a study commentary, set texts and disk-based resources with a library of additional paper and video material. Students also have access to a wide range of materials and resources over the Internet (including access to selected web resources, an e-desktop and The Open University's library available to students online). Most of the tuition is conducted online, using conferencing software that facilitates one-to-one and one-to-many asynchronous and synchronous conferencing.

Much of the material in this reader is newly commissioned by the editors for use in our course. Other chapters have been adapted and edited from previously published papers in journals and books. As a result, a range of styles has been used by the authors which were appropriate for the original contents and a range of referencing styles is also in use in this volume. Students of our course may notice that these references do not all conform to our course referencing styles.

This is a collection of chapters dealing with science learning and the use of information and communications technology (ICT). It is divided into three parts. The first part acts as an introduction to the book through discussion of how students learn science, mediated by new technology, and through consideration of what value might be added to the learning experience by using ICT. The second part examines the role of design and evaluation of ICT by drawing on theoretical and practical explanations of these issues. The final section examines the potential for extending access to science learning using ICT. It also considers the future

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