Using these technology tools can help students experiment and think critically about phenomena they are experiencing first-hand in the real world by using controlled, hypothetical, or virtual environments (Songer, 2007).īecause they have an educational mission and are expected to provide authoritative information, museums and government agencies have created many excellent web-based virtual environments and science field trips for students K through 8 that are recommended by science educators (Bodzin & Cates, 2002 Smith, 1999 Stevenson, 2001). Technologies associated with these learning dimensions include thinking critically with (1) modeling, visualization, and simulation tools (Gobert & Pallant, 2004 Keating, Barnett, Barab, & Hay, 2002 White & Frederiksen, 1998) (2) online interactive and discussion tools (Guzdial & Turns, 2000 Hsi & Hoadley, 1997 Lee & Songer, 2003 Scardamalia & Bereiter, 1994) (3) online scaffolding tools (Davis, 2003 Quintana et al., 2004) and (4) data collection, analysis, and interpretation (Penuel & Yarnal, 2005 Songer, 2006).
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