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Using ICT in Inquiry-Based Science Education

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Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

31.05.2019

Verlag

Springer

Seitenzahl

97

Maße (L/B/H)

23,5/15,5/0,7 cm

Gewicht

178 g

Auflage

1st ed. 2019

Sprache

Englisch

ISBN

978-3-030-17894-9

Beschreibung

Produktdetails

Einband

Taschenbuch

Erscheinungsdatum

31.05.2019

Verlag

Springer

Seitenzahl

97

Maße (L/B/H)

23,5/15,5/0,7 cm

Gewicht

178 g

Auflage

1st ed. 2019

Sprache

Englisch

ISBN

978-3-030-17894-9

Herstelleradresse

Springer-Verlag KG
Sachsenplatz 4-6
1201 Wien
AT

Email: ProductSafety@springernature.com

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  • Produktbild: Using ICT in Inquiry-Based Science Education
  • Produktbild: Using ICT in Inquiry-Based Science Education
  • 1 ICT-Based Science Education: Main Digital Resources and Characterization 
    1.1   Abstract 

    1.2   Introduction

    1.3   Science Education and Digital Technologies

    1.4   What are the main Digital Technologies (ICTE tools and digital resources) and how are they used to teach science?

    1.5   How can science teaching and learning mediated by ICTE be characterized?

    1.5.1  Science education and learning mediated by media and hypermedia technologies

    1.5.2  Science teaching and learning mediated by virtual and remote laboratories
    1.6   Conclusions

    1.6.1  The integration of ICT in science teaching has positive effects when the students’ profile, the didactic aspects, and the teacher’s mediation are taken into consideration

    1.6.2  The use of ICT is predominately characterized by active processes, which are student-centered rather than teacher-centered

    1.7   References

    2 Different Theoretical Approaches to The Use of ICT in Science Education

    2.1   Introduction

    2.2   What are the main trends in theoretical approaches for science education mediated by ICT?

    2.3   How are the trends in theoretical approaches characterized in the context of science education mediated by ICT?

    2.3.1  Approaches to teaching and learning through the use of ICT

    2.3.2  Cognitive approaches

    2.3.3  Approaches based on research, projects and case studies

    2.3.4  Approaches that emphasize conceptual knowledge

    2.4   Conclusions

    2.5   References

    3 Inquiry-Based Science Education: Characterization and Approaches for Use of Information and Communication Technology

    3.1   Abstract

    3.2   Introduction

    3.3   The origins of the inquiry-based approach and inquiry activities in science education

    3.4   Establishing the boundaries of IBSE

    3.5   The main ICT tools used in inquiry activities

    3.5.1  Inquiry activities that use hypermedia, multimedia, and the Internet

    3.5.2  Inquiry activities that use simulations and simulation software

    3.5.3  Inquiry activities that use virtual laboratories

    3.5.4  Inquiry activities that use laboratories and remote data

    3.5.5  Inquiry activities that use computer games and serious games

    3.5.6  Inquiry activities that use multi-user virtual environments (MUVEs)

    3.5.7  Inquiry activities that use computer-assisted instruction (CAI)

    3.5.8  Inquiry activities that use specific resources: photographs, videos, wikis and chats

    3.5.9  Inquiry activities that use mobile technologies

    3.6   The main steps in inquiry activities in science teaching and their approaches to the use of ICT

    3.7   Conclusions

    3.8   References