A Remotely Operated Science Experiment Framework for Under-Resourced Schools

Autor/inn/en	Song, Donggil; Karimi, Arafeh; Kim, Paul
Titel	A Remotely Operated Science Experiment Framework for Under-Resourced Schools
Quelle	In: Interactive Learning Environments, 24 (2016) 7, S.1706-1724 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1041407
Schlagwörter	Science Experiments; Disadvantaged Schools; Developing Nations; Rural Areas; Science Laboratories; Persuasive Discourse; Technology Uses in Education; Educational Technology; Knowledge Level; Skill Development; Program Effectiveness; Mixed Methods Research; Observation; Surveys; Interviews; Science Instruction; Foreign Countries; Grade 3; Grade 4; Grade 5; India + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Rural area; Ländlicher Raum; Persuasion; Persuasive Kommunikation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Beobachtung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Indien
Abstract	Teaching argumentation with appropriate activities and strategies would support a wide range of goals in science education. Though science labs have been suggested and employed for argumentation activities, such educational expenditures are likely to be beyond the means of most schools in under-resourced areas. Due to the lack of appropriate technological infrastructure and financial support, science education in developing countries is limited to the traditional approach. Teachers and students in the developing world, or other rural areas without sufficient lab resources in developed countries, would adopt argumentation in science classroom if they utilize their wireless infrastructure. We suggest a remote science lab for students in under-resourced schools, and suggest a possible way to engage them in argumentation activities. This paper introduces Remotely Operated Science Experiment (ROSE) and its implementation, and draws on the result of the intervention focusing on the impact of ROSE on students' argumentation and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01