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Using ICT in inquiry-based science e...

Rocha Fernandes, Geraldo W.

Using ICT in inquiry-based science education

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using ICT in inquiry-based science educationby Geraldo W. Rocha Fernandes, Antonio M. Rodrigues, Carlos Alberto Rosa Ferreira.
Author:	Rocha Fernandes, Geraldo W.
other author:	Rodrigues, Antonio M.
Published:	Cham :Springer International Publishing :2019.
Description:	x, 97 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	ScienceStudy and teaching
Online resource:	https://doi.org/10.1007/978-3-030-17895-6
ISBN:	9783030178956$q(electronic bk.)

Using ICT in inquiry-based science education
Rocha Fernandes, Geraldo W.

Using ICT in inquiry-based science education[electronic resource] /by Geraldo W. Rocha Fernandes, Antonio M. Rodrigues, Carlos Alberto Rosa Ferreira. - Cham :Springer International Publishing :2019. - x, 97 p. :ill., digital ;24 cm. - SpringerBriefs in education,2211-1921. - SpringerBriefs in education..

Chapter 1. ICT-Based Science Education: Main Digital Resources and Characterization -- Chapter 2. Different Theoretical Approaches to The Use of ICT in Science Education -- Chapter 3. Inquiry-Based Science Education: Characterization and Approaches for Use of Information and Communication Technology.

This book analyzes the main Information and Communication Technologies (ICT) used in science education and the main theoretical approaches that support science education mediated by ICT in order to show how digital technologies can be employed in Inquiry-Based Science Education. It presents the results of a comprehensive review of studies focusing both on the use and effects of digital technologies in science education and on the different theoretical approaches that support the use of ICTs in science teaching.By doing so, the book provides a useful summary of the current research in the field and a strong analysis of its limitations. It concludes that there are few studies that report strategies and didactics for the practical use of ICT in science classes and that the use of ICT in science education can't be seen as an isolated action without a theoretical basis to support it. Based on these conclusions, the volume identifies the main ICTs used in inquiry activities, the main steps in inquiry activities used in science education and their approaches to the use of ICT. It shows that the use of ICT in Inquiry-Based Science Education allows students to develop more active work styles, improved attitudes towards science, better conceptual and theoretical understanding, improved reasoning, better modelling capabilities, and improved teamwork, along with improvements in other abilities. Using ICT in Inquiry-Based Science Education will be a valuable resource for science teachers and science teacher educators looking for an introductory text that presents an overview of the scientific research analyzing the implementation of digital technologies in science teaching and that provides useful insights to all educators interested in using digital technologies to introduce their students in the world of scientific inquiry and research.

ISBN: 9783030178956$q(electronic bk.)

Standard No.: 10.1007/978-3-030-17895-6doiSubjects--Topical Terms:

841587
Science
--Study and teaching

LC Class. No.: Q181 / .R634 2019

Dewey Class. No.: 507.1

Using ICT in inquiry-based science education
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520 $a This book analyzes the main Information and Communication Technologies (ICT) used in science education and the main theoretical approaches that support science education mediated by ICT in order to show how digital technologies can be employed in Inquiry-Based Science Education. It presents the results of a comprehensive review of studies focusing both on the use and effects of digital technologies in science education and on the different theoretical approaches that support the use of ICTs in science teaching.By doing so, the book provides a useful summary of the current research in the field and a strong analysis of its limitations. It concludes that there are few studies that report strategies and didactics for the practical use of ICT in science classes and that the use of ICT in science education can't be seen as an isolated action without a theoretical basis to support it. Based on these conclusions, the volume identifies the main ICTs used in inquiry activities, the main steps in inquiry activities used in science education and their approaches to the use of ICT. It shows that the use of ICT in Inquiry-Based Science Education allows students to develop more active work styles, improved attitudes towards science, better conceptual and theoretical understanding, improved reasoning, better modelling capabilities, and improved teamwork, along with improvements in other abilities. Using ICT in Inquiry-Based Science Education will be a valuable resource for science teachers and science teacher educators looking for an introductory text that presents an overview of the scientific research analyzing the implementation of digital technologies in science teaching and that provides useful insights to all educators interested in using digital technologies to introduce their students in the world of scientific inquiry and research.
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