Affordances of ICT in Science Learning: Implications for an Integrated Pedagogy. Research Report

Autor/in	Webb, Mary E.
Titel	Affordances of ICT in Science Learning: Implications for an Integrated Pedagogy. Research Report
Quelle	In: International Journal of Science Education, 27 (2005) 6, S.705-735 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Literature; Lifelong Learning; Formative Evaluation; Science Education + Suchen Sie Ihr Suchwort? Literatur; Life-long learning; Lebenslanges Lernen; Naturwissenschaftliche Bildung
Abstract	This paper presents an analysis of how affordances of ICT-rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT-rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real-world experiences; increasing students' self-management; and facilitating data collection and presentation. ICT-rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10