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Examining how teachers use web 2.0 technologies in Science lessons to promote higher order thinking in teaching science

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conference contribution
posted on 2009-01-01, 00:00 authored by Gail Chittleborough, Wendy Jobling, F Haslam, Peter Hubber, G Calnin
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.

History

Pagination

1 - 13

Location

Garden Grove, California

Open access

  • Yes

Start date

2009-04-17

End date

2009-04-21

Language

eng

Publication classification

E2 Full written paper - non-refereed / Abstract reviewed

Copyright notice

2009, The Authors

Title of proceedings

NARST 2009 : 2009 Annual International Conference : Grand Challenges and Great Opportunities in Science Education

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