Literaturnachweis - Detailanzeige
Autor/inn/en | Ahn, June; Clegg, Tamara; Yip, Jason; Bonsignore, Elizabeth; Pauw, Daniel; Gubbels, Michael; Lewittes, Charley; Rhodes, Emily |
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Titel | Seeing the Unseen Learner: Designing and Using Social Media to Recognize Children's Science Dispositions in Action |
Quelle | In: Learning, Media and Technology, 41 (2016) 2, S.252-282 (31 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1743-9884 |
DOI | 10.1080/17439884.2014.964254 |
Schlagwörter | Science Instruction; Inquiry; Social Media; Teaching Methods; Technology Uses in Education; Elementary School Students; Middle School Students; Relevance (Education); Learning Activities; Vignettes; Learning Modules; Food; Case Studies; District of Columbia Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Soziale Medien; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Relevance; Relevanz; Lernaktivität; Learning module; Lernmodul; Lebensmittel; Case study; Fallstudie; Case Study |
Abstract | This paper describes the development of "ScienceKit," a mobile, social media application to promote children's scientific inquiry. We deployed "ScienceKit" in "Kitchen Chemistry" ("KC"), an informal science program where children learn about scientific inquiry through cooking. By iteratively integrating design and implementation, this study highlights the affordances of social media that facilitate children's trajectories of disposition development in science learning. We illuminate how the technological and curricular design decisions made in "ScienceKit" and "KC" constrain or expand the types of data we can collect and the actionable insights about learning we can recognize as both educators and researchers. This study offers suggestions for how information gleaned from social media tools can be employed to strengthen our understanding of "learning in practice," and help educators better recognize the rich actions that learners undertake, which may be easily overlooked in face-to-face situations. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |