Classroom e-Science: Exposing the Work to Make it Work

Engaging students in science learning can be challenging, and incorporating new forms of technology into science has been shown to provide creative learning experiences. However most technology enhanced learning and e-Science experiences to date have been designed and run by researchers. There is si...

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Bibliographic Details
Published in:Educational technology & society Vol. 12; no. 3; pp. 289 - 308
Main Authors: Smith, Hilary, Underwood, Joshua, Fitzpatrick, Geraldine, Luckin, Rosemary
Format: Journal Article
Language:English
Published: Palmerston North International Forum of Educational Technology & Society 01.07.2009
Subjects:
Categories
Classroom Desegregation
Classrooms
Collaborative learning
Computer Interfaces
Computer Mediated Communication
Computer Software
Computer Uses in Education
Cooperative Learning
Data visualization
Educational aspects
Educational equipment
Educational Technology
Electronic Learning
Email
Environmental Education
Experiential learning
Foreign Countries
Full Length Articles
Handheld Devices
Hands on Science
Learner Engagement
Learning
Learning Activities
Learning Experience
Learning experiences
Methods
Mobile devices
Program Descriptions
Relevance (Education)
Remote sensors
Research Projects
Science Activities
Science Education
Science Experiments
Science Instruction
Science learning
Sciences education
Secondary School Students
Sensors
Software development tools
Teaching methods
Teaching teams
Technology
Technology application
Technology Integration
United Kingdom
United Kingdom
ISSN:1176-3647, 1436-4522, 1436-4522
Online Access:Get full text
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Summary:Engaging students in science learning can be challenging, and incorporating new forms of technology into science has been shown to provide creative learning experiences. However most technology enhanced learning and e-Science experiences to date have been designed and run by researchers. There is significant challenge in moving these experiences into the hands of teachers to become an everyday part of learning. One step forward is to understand better the work involved in making these learning experiences work. We present a retrospective analysis of two educational e-Science research projects, each involving access to and analysis of scientific data from remote and handheld sensors; collaboration; and reviewing shared data using advanced software tools. We identify key categories of work from the effort, resources and issues entailed in setting-up and running these experiences. We propose these categories can be used: to help plan other technology enhanced learning experiences, to be further tested and evolved in future research, and as a basis for an overall experience framework to capture the process- and context-related aspects in which these tasks are embedded. Ultimately, the goal is to develop tools and resources that will support categories of significant work, enabling full classroom integration of e-Science learning experiences.
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ISSN:1176-3647
1436-4522
1436-4522