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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Podrobná bibliografie
Vydáno v:	Educational technology & society Ročník 12; číslo 3; s. 289 - 308
Hlavní autoři:	Smith, Hilary, Underwood, Joshua, Fitzpatrick, Geraldine, Luckin, Rosemary
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Palmerston North International Forum of Educational Technology & Society 01.07.2009
Témata:	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
On-line přístup:	Získat plný text
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Popis
Shrnutí:	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.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	1176-3647 1436-4522 1436-4522