Using New Technologies for Teaching and Learning Science
Keywords:
Teaching and learning of science, new technologies, collaborative learning.Abstract
Given the irreversible presence of the new information and communication technologies (ICTs) in everyday life, particularly the Internet, it is necessary to clarify the different roles and uses they can have in education, and to review and assess the main trends in their scholastic application. Recent educational research on the use of ICTs has developed a series of new concepts and new approaches that have caused a notable evolution of the field of teaching and learning. These approaches all have in common the fact that they belong to currents of socio-constructivist thought. The papers show that ICTs can implement pedagogical principles in which the student is the main actor in constructing his/her own knowledge, and s/he can learn better in the context of a concrete and meaningful, and at the same time, collective action.
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References
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Brufee, K. (1993). Collaborative learning. Baltimore: Johns Hopkins University Press.
Bruner, J. S. (1996). Culture of education. Cambridge, MA: Harvard University Press.
Burke, J. y Ornstein, R. (2001). Del hacha al chip. Cómo las tecnologías cambian nuestras mentes. Barcelona: Planeta.
Cole, M. y Wertsch, J. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39 (5), 250-256.
Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge.
Dillenbourg, P. (1999). Introduction: What do you mean by "collaborative learning"? En P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1-19). Amsterdam: Pergamon, Elsevier Science.
Dillenbourg, P., Eurelings, A. y Hakkarainen, K. (Eds.). (2001). European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning. Maastricht: University of Maastricht.
Donald, M. (1993). Origins of the modern mind. Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
Edelson, D. C., Gordin, D. N. y Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8 (3-4), 391-450.
Engeström, Y. (1992). Interactive expertise: studies in distributed working intelligence. (Boletín de investigación No. 83). Helsinki: University of Helsinki, Department of Education.
Galegher, J. R., Kraut, E. y Egido, C. (Eds.). (1990). Intellectual teamwork: Social and technological foundations of cooperative work. Hilsdale, NJ: Lawrence Erlbaum Associates.
Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78 (6), 1360-1380.
Greenberg, S. (Ed.). (1991). Computer-supported cooperative work and groupware. New York: Academic Press.
Guzdial, M. y Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. Journal of the Learning Sciences, 9, 437-469.
Hakkarainen, K., Lipponen, L., Järvelä, S. y Niemivirta, M. (1999). The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning. Journal of Educational Computing Research, 3, 261-279.
Hall, R., Miyake, N. y Enyedy, N. (Eds.). (1997). Proceedings of CSCL \'97: The Second International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Hoadley, C. (Ed.). (1999). Proceedings of CSCL \'99: The Third International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Erlbaum.
Hoadley, C. y Linn, M. (2000). Teaching science through online, peer discussions: Speak easy in the knowledge integration environment. Journal of Science Teaching, 22 (8), 839-857.
Järvelä, S., Hakkarainen, K., Lehtinen, E. y Lipponen, L. (2000). Creating computer-supported collaborative learning (CSCL) culture in finish schools: Research perspectives on sociocognitive effects. International Journal of Continuing Engineering Education and Life-Long Learning, 10 (2), 1-10.
Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. En T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1-23). Mahwah, NJ: Lawrence Erlbaum Associates.
Lave, J. y Wenger, E. (1991). Situated knowledge and legitimate peripherical participation. Cambridge, UK: Cambridge University Press.
Lipponen, L. (2000). Towards knowledge building discourse: From facts to explanations in primary students\' computer mediated discourse. Learning Environments Research, 3 (2), 179-199.
Lipponen, L. y Hakkarainen, K. (1997). Developing culture of inquiry in computer-supported collaborative learning. En R. Hall, N. Miyake y N. Enyedy (Eds.), Proceedings of CSCL \'97: The Second International Conference on Computer Support for Collaborative Learning (pp. 164-168). Mahwah, NJ: Lawrence Erlbaum Associates.
Lipponen, L., Rahikainen, M., Lallimo, J. y Hakkarainen, K. (2001). Analyzing patterns of participation and discourse in elementary students\' online science discussion. En A. Dillenbourg, Eurelings y K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 421-428). Maastricht: University of Maastricht.
Mead, G. H. (1934). Mind, self, and society. Chicago: University Chicago Press.
Miles, M. B. y Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook (2a. ed.). Thousand Oaks, CA: Sage Publications.
Piaget, J. (1928). The judgement and reasoning in children. London: Routledge and Kegan.
Roschelle, J. (1992). Learning by collaborating: convergent conceptual change. The Journal of the Learning Sciences, 2 (3), 235-276.
Roschelle, J. (1994, mayo). Collaborative inquiry: Reflections on Dewey and learning technology. The Computing Teacher, 21 (8) 3-9.
Roschelle, J. y Teasley, S. D. (1995). Construction of shared knowledge in collaborative problem solving. En C. O\'Malley (Ed.), Computer-supported collaborative learning (pp. 69-97). New York: Springer-Verlag.
Salomon, G., Perkins, D. y Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20 (4), 9-20.
Savoie, J. M. y Hughes, A. S. (1994). Problem-based learning as classroom solution. Educational Leadership, 52 (3), 54-57.
Scardamalia, M. y Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3 (3), 265-283.
Scardamalia, M., Bereiter, C. y Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. En K. McGilly (Ed.), Classroom lessons; Integrating cognitive theory & classroom practice (pp. 201-228). Cambridge, MA: MIT Press.
Selman, R. L. (1980). The growth of interpersonal understanding. New York: Academic Press.
Stahl, G. (1999). Reflections on WebGuide. Seven issues for the next generation of collaborative knowledge-building environments. En C. Hoadley (Ed.), Proceedings of CSCL \'99: The Third International Conference on Computer Support for Collaborative Learning (pp. 600-610). Mahwah, NJ: Lawrence Erlbaum Associates.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
Wellman, B., Salaff, J., Dimitrova, D., Garton, L., Gulia, M. y Haythornthwaite, C. (2000). Computer networks as social networks: Collaborative work, telework, and virtual community. En E. L. Lesser, M. A. Fontaine y J. A. Slusher (Eds.), Knowledge and Communities (pp. 179-207). Boston: Butterworth-Heinemann.
Winer, L. R. y Vázquez-Abad, J. (1997). The potential of Repertory Grid Technique in the assessment of conceptual change in Physics. Journal of Constructivist Psychology, 10 (4), 363-386.
Wundt, W. (1921). Elements of folk psychology. London: Allen and Unwin.
Brown, A. L., Ellery, S. y Campione, J. C. (1998). Creating zones of proximal development electronically. En J. G. Greeno y S. V. Goldman (Eds.), Thinking practices in mathematics and science learning (pp. 341-367). Mahwah, NJ: Lawrence Erlbaum Associates.
Brown, J. S., Collins, A. y Duguid, P. (1989). Situated cognition and the culture of knowledge. Educational Researcher, 18, (1) 32-42.
Brufee, K. (1993). Collaborative learning. Baltimore: Johns Hopkins University Press.
Bruner, J. S. (1996). Culture of education. Cambridge, MA: Harvard University Press.
Burke, J. y Ornstein, R. (2001). Del hacha al chip. Cómo las tecnologías cambian nuestras mentes. Barcelona: Planeta.
Cole, M. y Wertsch, J. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human Development, 39 (5), 250-256.
Crook, C. (1994). Computers and the collaborative experience of learning. London: Routledge.
Dillenbourg, P. (1999). Introduction: What do you mean by "collaborative learning"? En P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (pp. 1-19). Amsterdam: Pergamon, Elsevier Science.
Dillenbourg, P., Eurelings, A. y Hakkarainen, K. (Eds.). (2001). European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning. Maastricht: University of Maastricht.
Donald, M. (1993). Origins of the modern mind. Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.
Edelson, D. C., Gordin, D. N. y Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. The Journal of the Learning Sciences, 8 (3-4), 391-450.
Engeström, Y. (1992). Interactive expertise: studies in distributed working intelligence. (Boletín de investigación No. 83). Helsinki: University of Helsinki, Department of Education.
Galegher, J. R., Kraut, E. y Egido, C. (Eds.). (1990). Intellectual teamwork: Social and technological foundations of cooperative work. Hilsdale, NJ: Lawrence Erlbaum Associates.
Granovetter, M. (1973). The strength of weak ties. American Journal of Sociology, 78 (6), 1360-1380.
Greenberg, S. (Ed.). (1991). Computer-supported cooperative work and groupware. New York: Academic Press.
Guzdial, M. y Turns, J. (2000). Effective discussion through a computer-mediated anchored forum. Journal of the Learning Sciences, 9, 437-469.
Hakkarainen, K., Lipponen, L., Järvelä, S. y Niemivirta, M. (1999). The interaction of motivational orientation and knowledge-seeking inquiry in computer-supported collaborative learning. Journal of Educational Computing Research, 3, 261-279.
Hall, R., Miyake, N. y Enyedy, N. (Eds.). (1997). Proceedings of CSCL \'97: The Second International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Hoadley, C. (Ed.). (1999). Proceedings of CSCL \'99: The Third International Conference on Computer Support for Collaborative Learning. Mahwah, NJ: Erlbaum.
Hoadley, C. y Linn, M. (2000). Teaching science through online, peer discussions: Speak easy in the knowledge integration environment. Journal of Science Teaching, 22 (8), 839-857.
Järvelä, S., Hakkarainen, K., Lehtinen, E. y Lipponen, L. (2000). Creating computer-supported collaborative learning (CSCL) culture in finish schools: Research perspectives on sociocognitive effects. International Journal of Continuing Engineering Education and Life-Long Learning, 10 (2), 1-10.
Koschmann, T. (1996). Paradigm shifts and instructional technology: An introduction. En T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm (pp. 1-23). Mahwah, NJ: Lawrence Erlbaum Associates.
Lave, J. y Wenger, E. (1991). Situated knowledge and legitimate peripherical participation. Cambridge, UK: Cambridge University Press.
Lipponen, L. (2000). Towards knowledge building discourse: From facts to explanations in primary students\' computer mediated discourse. Learning Environments Research, 3 (2), 179-199.
Lipponen, L. y Hakkarainen, K. (1997). Developing culture of inquiry in computer-supported collaborative learning. En R. Hall, N. Miyake y N. Enyedy (Eds.), Proceedings of CSCL \'97: The Second International Conference on Computer Support for Collaborative Learning (pp. 164-168). Mahwah, NJ: Lawrence Erlbaum Associates.
Lipponen, L., Rahikainen, M., Lallimo, J. y Hakkarainen, K. (2001). Analyzing patterns of participation and discourse in elementary students\' online science discussion. En A. Dillenbourg, Eurelings y K. Hakkarainen (Eds.), European perspectives on computer-supported collaborative learning. The proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 421-428). Maastricht: University of Maastricht.
Mead, G. H. (1934). Mind, self, and society. Chicago: University Chicago Press.
Miles, M. B. y Huberman, M. (1994). Qualitative data analysis: an expanded sourcebook (2a. ed.). Thousand Oaks, CA: Sage Publications.
Piaget, J. (1928). The judgement and reasoning in children. London: Routledge and Kegan.
Roschelle, J. (1992). Learning by collaborating: convergent conceptual change. The Journal of the Learning Sciences, 2 (3), 235-276.
Roschelle, J. (1994, mayo). Collaborative inquiry: Reflections on Dewey and learning technology. The Computing Teacher, 21 (8) 3-9.
Roschelle, J. y Teasley, S. D. (1995). Construction of shared knowledge in collaborative problem solving. En C. O\'Malley (Ed.), Computer-supported collaborative learning (pp. 69-97). New York: Springer-Verlag.
Salomon, G., Perkins, D. y Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20 (4), 9-20.
Savoie, J. M. y Hughes, A. S. (1994). Problem-based learning as classroom solution. Educational Leadership, 52 (3), 54-57.
Scardamalia, M. y Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3 (3), 265-283.
Scardamalia, M., Bereiter, C. y Lamon, M. (1994). The CSILE project: Trying to bring the classroom into World 3. En K. McGilly (Ed.), Classroom lessons; Integrating cognitive theory & classroom practice (pp. 201-228). Cambridge, MA: MIT Press.
Selman, R. L. (1980). The growth of interpersonal understanding. New York: Academic Press.
Stahl, G. (1999). Reflections on WebGuide. Seven issues for the next generation of collaborative knowledge-building environments. En C. Hoadley (Ed.), Proceedings of CSCL \'99: The Third International Conference on Computer Support for Collaborative Learning (pp. 600-610). Mahwah, NJ: Lawrence Erlbaum Associates.
Tomasello, M. (1999). The cultural origins of human cognition. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
Wellman, B., Salaff, J., Dimitrova, D., Garton, L., Gulia, M. y Haythornthwaite, C. (2000). Computer networks as social networks: Collaborative work, telework, and virtual community. En E. L. Lesser, M. A. Fontaine y J. A. Slusher (Eds.), Knowledge and Communities (pp. 179-207). Boston: Butterworth-Heinemann.
Winer, L. R. y Vázquez-Abad, J. (1997). The potential of Repertory Grid Technique in the assessment of conceptual change in Physics. Journal of Constructivist Psychology, 10 (4), 363-386.
Wundt, W. (1921). Elements of folk psychology. London: Allen and Unwin.
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Published
2002-05-01
