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This book analyzes the main Information and Communication Technologies (ICT) used in science education and the main theoretical approaches that support science education mediated by ICT in order to show how digital technologies can be employed in Inquiry-Based Science Education. It presents the results of a comprehensive review of studies focusing both on the use and effects of digital technologies in science education and on the different theoretical approaches that support the use of ICTs in science teaching.By doing so, the book provides a useful summary of the current research in the field and a strong analysis of its limitations. It concludes that there are few studies that report strategies and didactics for the practical use of ICT in science classes and that the use of ICT in science education can't be seen as an isolated action without a theoretical basis to support it.
Based on these conclusions, the volume identifies the main ICTs used in inquiry activities, the mainsteps in inquiry activities used in science education and their approaches to the use of ICT. It shows that the use of ICT in Inquiry-Based Science Education allows students to develop more active work styles, improved attitudes towards science, better conceptual and theoretical understanding, improved reasoning, better modelling capabilities, and improved teamwork, along with improvements in other abilities.
Using ICT in Inquiry-Based Science Education will be a valuable resource for science teachers and science teacher educators looking for an introductory text that presents an overview of the scientific research analyzing the implementation of digital technologies in science teaching and that provides useful insights to all educators interested in using digital technologies to introduce their students in the world of scientific inquiry and research.
List of contents
Chapter 1. ICT-Based Science Education: Main Digital Resources and Characterization.- Chapter 2. Different Theoretical Approaches to The Use of ICT in Science Education.- Chapter 3. Inquiry-Based Science Education: Characterization and Approaches for Use of Information and Communication Technology.
About the author
Geraldo Fernandes is a Science Education professor at the Biological Sciences Department at the Federal University of the Jequitinhonha and Mucuri Valleys, Brazil. He holds a PhD in Education Sciences from the Lisbon University, Portugal, and specialized in the use of Educational Technologies during a partnership between universities from Spain, France and Switzerland. He develops researches in Science Education, with a special focus on Science Didactic, Teacher Education, Distance Education and Educational Technologies.
António Rodrigues is an assistant professor at the Education, Social Sciences and Humanities Department at the Faculty of Human Kinectics, Lisbon University, Portugal. He holds a PhD in Education Sciences. Develops researches in Youth & Education, Physical Education and Teacher Education at the Pedagogy Laboratory at Faculty of Human Kinetics and and at the UIDEF, Investigation and Development in Education and Training Unit at the Institute of Education at the Lisbon University. He is assistant coordinator of the Master of Teaching Physical Education at Faculty of Human Kinetics, Lisbon University.
Carlos Ferreira is an assistant professor at the Education, Social Sciences and Humanities Department at the Faculty of Human Kinetics, Lisbon University, Portugal. He holds a PhD in Mathematical Methods from the Technical University of Lisbon, Portugal. He is the Informatics Centre director and has been the master’s program coordinator EUROMIME (European Master’s in engineering media for education) and assistant coordinator at the Education Science Masters from Faculty of Human Kinetics, Lisbon University.
Summary
This book analyzes the main Information and Communication Technologies (ICT) used in science education and the main theoretical approaches that support science education mediated by ICT in order to show how digital technologies can be employed in Inquiry-Based Science Education. It presents the results of a comprehensive review of studies focusing both on the use and effects of digital technologies in science education and on the different theoretical approaches that support the use of ICTs in science teaching.By doing so, the book provides a useful summary of the current research in the field and a strong analysis of its limitations. It concludes that there are few studies that report strategies and didactics for the practical use of ICT in science classes and that the use of ICT in science education can’t be seen as an isolated action without a theoretical basis to support it.
Based on these conclusions, the volume identifies the main ICTs used in inquiry activities, the mainsteps in inquiry activities used in science education and their approaches to the use of ICT. It shows that the use of ICT in Inquiry-Based Science Education allows students to develop more active work styles, improved attitudes towards science, better conceptual and theoretical understanding, improved reasoning, better modelling capabilities, and improved teamwork, along with improvements in other abilities.
Using ICT in Inquiry-Based Science Education will be a valuable resource for science teachers and science teacher educators looking for an introductory text that presents an overview of the scientific research analyzing the implementation of digital technologies in science teaching and that provides useful insights to all educators interested in using digital technologies to introduce their students in the world of scientific inquiry and research.
