Educational Design Framework for a Web-Based Interface to Visualise Authentic Cosmological "Big Data" in High School

Autor/inn/en	Salimpour, Saeed; Fitzgerald, Michael T.; Tytler, Russell; Eriksson, Urban
Titel	Educational Design Framework for a Web-Based Interface to Visualise Authentic Cosmological "Big Data" in High School
Quelle	In: Journal of Science Education and Technology, 30 (2021) 5, S.732-750 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salimpour, Saeed) ORCID (Fitzgerald, Michael T.) ORCID (Tytler, Russell) ORCID (Eriksson, Urban)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-021-09915-2
Schlagwörter	Web Based Instruction; Computer Interfaces; Design; Science Education; Astronomy; Data Use; Authentic Learning; Active Learning; Inquiry; High School Students; Instructional Innovation + Suchen Sie Ihr Suchwort? Web Based Training; Naturwissenschaftliche Bildung; Astronomie; Aktives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Educational Innovation; Bildungsinnovation
Abstract	The changing landscape of science and science education has provided an impetus to re-imagine how science can be taught in schools. The dawn of the Big Data era, especially in astronomy, and the notion of "Science as Practice" are some of the developments driving this need for a re-imagination of science education. This current work contributes to this agenda by exploring the features an educational design framework for developing a web-based interface that will support school students to engage with Big Data in the context of authentic science inquiry. The aim is to bring authentic data into the classroom, in a way that allows students to experience Science as Practice, providing teachers with the scaffolding resources to implement this into their classroom. The paper explores the challenges associated with the educational design for such inquiry-based projects, and how these may be overcome. A preliminary user interface design is presented, and guidelines for construction and direction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01