Examining how teachers use web 2.0 technologies in Science lessons to promote higher order thinking in teaching science
Chittleborough, Gail, Jobling, Wendy, Haslam, Filocha, Hubber, Peter and Calnin, Gerard 2009, Examining how teachers use web 2.0 technologies in Science lessons to promote higher order thinking in teaching science, in NARST 2009 : 2009 Annual International Conference : Grand Challenges and Great Opportunities in Science Education, National Association for Research in Science Teaching, Reston, Va., pp. 1-13.
National Association for Research in Science Teaching Conference
National Association for Research in Science Teaching
Place of publication
During 2007 several independent Victorian secondary schools participated in a study exploring the ways in which the use of learning technologies can support the development of higher order thinking skills for students. This paper focuses on the use of Information and Communications Technologies (ICT) including Web 2.0 technologies for promoting effective teaching and learning in science. A case study methodology was used to describe how individual teachers used ICT and Web 2.0 in their settings. Data included interviews (focus group and individual), questionnaires, monitoring of teacher and student use of smart tools, analysis of curriculum documents and delivery methods and of student work samples. The evaluation used an interpretive methodology to investigate five research areas'. Higher-order thinking, Metacognitive awareness, Team work/collaboration, Affect towards school/learning and Ownership of learning. Three cases are reported on in this paper. Each describes how student engagement and learning increased and how teachers' attitudes and skills developed. Examples of student and teacher blogs are provided to illustrate how such technologies encourage students and teachers to look beyond text science.
Field of Research
130212 Science, Technology and Engineering Curriculum and Pedagogy
Socio Economic Objective
930102 Learner and Learning Processes
HERDC Research category
E2 Full written paper - non-refereed / Abstract reviewed
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