Science Education with and through ICT

Author:

Neri de Souza Francislê1

Affiliation:

1. University of Aveiro, Portugal

Abstract

One of the contemporary society characteristics is that the amount of information available to any individual is enormous, generating problems to manipulate, assess and take the best of this information. In this case, student need to be educated to evaluate it and have skills to construct personal knowledge, developing understandings not only about the content of science, but also its methods. One of the science education challenges issues is how to stimulate active learning and develop competences in ICT-rich environments. Due to the importance of questioning skills to promote active and reflexive learning and the few studies on questioning profiles in e-learning or b-learning contexts, we propose the development of curriculum design, as well as to discuss the adequate use of strategies that could be implemented to stimulate student and teacher questioning. This chapter has the intention to also continue a deep discussion about many aspects of the epistemology of questioning in these contexts.

Publisher

IGI Global

Reference34 articles.

1. Questioning profiles in secondary science classrooms

2. Barton, R. (2004). Teaching Secondary Science with ICT. In A. Adams, & S. Brindley (Eds.), Learning & Teaching with Information & Communications Technology. New York: Open University Press, McGraw-Hill Education.

3. Pupils’ attitudes towards school science as they transfer from an ICT-rich primary school to a secondary school with fewer ICT resources: Does ICT matter?

4. Questions in the Online Learning Environment.;J.Blanchette;Journal of Distance Education,2001

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