Usare il video per promuovere l’apprendimento scientifico basato sull’esplorazione: il caso di Logger Pro®

Barra laterale dell'articolo

PDF (Inglese)
Pubblicato: Jan 12, 2017
DOI: https://doi.org/10.17471/2499-4324/931
Parole chiave:
educational technology, technology enhanced learning (TEL), tools column

Contenuto principale dell'articolo

Vincent English
University of Cambridge | Faculty of Education | Cambridge (UK)
Yvonne Crotty
Dublin City University | School of Stem Education, Innovation & Global Studies | Dublin (IE)
Margaret Farren
Dublin City University | School of Stem Education, Innovation & Global Studies | Dublin (IE)

Abstract

L’articolo presenta un progetto didattico per l’elaborazione di dati del mondo reale per l’apprendimento di concetti della fisica e della matematica

Dettagli dell'articolo

Fascicolo
V. 24 N. 3 (2016): Argomenti Vari
Sezione
Rubrica "Strumenti"

Gli autori che pubblicano su questa rivista accettano le seguenti condizioni:

  1. Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Commons CC BY 4.0 Attribution 4.0 International License.
  2. Gli autori possono aderire ad altri accordi di licenza non esclusiva per la distribuzione della versione dell'opera pubblicata (es. depositarla in un archivio istituzionale o pubblicarla in una monografia), a patto di indicare che la prima pubblicazione è avvenuta su questa rivista.
  3. Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).

Riferimenti bibliografici

Abrahams, I., Reiss, M., & Sharpe, R. (2013). The assessment of practical work in school science. Studies in Science Education, 49(2), 209-251.

Berlin, D., & White, A. (1986). Computer simulations and the transition from concrete manipulation of objects to abstract thinking in elementary school mathematics. School Science and Mathematics, 86(6), 468-479.

Cleaves, A., & Toplis, R. (2012). Teaching science in ICT-rich environments. In J. Oversby (Ed.), ASE Guide to Research in Science Education (1st ed., pp. 148-155). Hatfield, Herts, UK: Association for Science Education.

English, V., Crotty, Y., Farren, M., & Hennessy, S. (2016). The Use of Datalogging to Raise Achievement in Science in Rural Tanzanian Schools. International Conference “New Perspectives in Science Education”, Florence, Italy, 16-17 March 2017.

Fotou, N., & Abrahams, I. (2015). Doing with ideas: the role of talk in effective practical work in science. School Science Review, 97(359), 25-30.

Hargrave, C. P., & Kenton, J. M. (2000). Preinstructional simulations: Implications for science classroom teaching. Journal of Computers in Mathematics and Science Teaching, 19(1), 47-58.

Hodson, D. (1993). Re-thinking Old Ways: Towards A More Critical Approach To Practical Work In School Science. Studies in Science Education, 22(1), 85-142.

Hodson, D. (1998). Teaching and learning science: Towards a personalized approach. New York, NY: McGraw-Hill International.

Hodson, D. (2014). Learning science, learning about science, doing science: Different goals demand different learning methods. International Journal of Science Education, 36(15), 2534-2553.

Hofstein, A., & Lunetta, V. (1982). The role of the laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217.

Hofstein, A., & Mamlok-Naaman, R. (2007). The laboratory in science education: the state of the art. Chemistry Education Research and Practice, 8(2), 105-107.

Lee, J. (1999). Effectiveness of computer-based instructional simulation: A meta analysis. International Journal of Instructional Media, 26(1), 71-85.

Millar, R., & Abrahams, I. (2009). Practical work: making it more effective. School Science Review, 91(334), 59-64.

Minstrell, J., & van Zee, E. H. (Eds.) (2000). Inquiring into inquiry learning and teaching in science. Washington, DC: American Association for the Advancement of Science.

NRC (2000). A Guide for Teaching and Learning (8th ed.). Washington, DC: National Academy Press.

Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walwerg-Heriksson, H., & Hemmo, V. (2006). Science Education NOW: A New Pedagogy for the Future of Europe. Brussels, Belgium: European Commission.

Russell, C., & Weaver, G. (2011). A comparative study of traditional, inquiry-based, and research-based laboratory curricula: impacts on understanding of the nature of science. Chemistry Education Research and Practice, 12(1), 57-67.

Smetana, L. K., & Bell, R. L. (2012). Computer simulations to support science instruction and learning: A critical review of the literature. International Journal of Science Education, 34(9), 1337-1370.

Toplis, R., & Allen, M. (2012). “I do and I understand?” Practical work and laboratory use in United Kingdom schools. Eurasia Journal of Mathematics, Science & Technology Education, 8(1), 3-9.