國立虎尾科技大學 |

Using ICT in Inquiry-Based Science Education

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Using ICT in Inquiry-Based Science Education/ by Geraldo W. Rocha Fernandes, António M. Rodrigues, Carlos Alberto Rosa Ferreira.
Author:	Rocha Fernandes, Geraldo W.
other author:	Rodrigues, António M.
Description:	X, 97 p. 1 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Science education. -
Online resource:	https://doi.org/10.1007/978-3-030-17895-6
ISBN:	9783030178956

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, António M. Rodrigues, Carlos Alberto Rosa Ferreira. - 1st ed. 2019. - X, 97 p. 1 illus.online resource. - 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

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

1151737
Science education.

LC Class. No.: LC8-6691

Dewey Class. No.: 507.1

Using ICT in Inquiry-Based Science Education
LDR:03553nam a22004095i 4500 001 1007851
003 DE-He213
005 20200702063808.0
007 cr nn 008mamaa
008 210106s2019 gw | s |||| 0|eng d
020 $a 9783030178956 $9 978-3-030-17895-6
024 7 $a 10.1007/978-3-030-17895-6 $2 doi
035 $a 978-3-030-17895-6
050 4 $a LC8-6691
072 7 $a JNU $2 bicssc
072 7 $a SCI063000 $2 bisacsh
072 7 $a JNU $2 thema
072 7 $a PD $2 thema
082 0 4 $a 507.1 $2 23
100 1 $a Rocha Fernandes, Geraldo W. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1227041
245 1 0 $a Using ICT in Inquiry-Based Science Education $h [electronic resource] / $c by Geraldo W. Rocha Fernandes, António M. Rodrigues, Carlos Alberto Rosa Ferreira.
250 $a 1st ed. 2019.
264 1 $a Cham : $b Springer International Publishing : $b Imprint: Springer, $c 2019.
300 $a X, 97 p. 1 illus. $b online resource.
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
347 $a text file $b PDF $2 rda
490 1 $a SpringerBriefs in Education, $x 2211-1921
505 0 $a 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.
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. .
650 0 $a Science education. $3 1151737
650 0 $a Educational technology. $3 556755
650 1 4 $a Science Education. $3 668800
650 2 4 $a Technology and Digital Education. $3 1104027
650 2 4 $a Educational Technology. $3 670011
700 1 $a Rodrigues, António M. $e author. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1301657
700 1 $a Rosa Ferreira, Carlos Alberto. $4 aut $4 http://id.loc.gov/vocabulary/relators/aut $3 1227043
710 2 $a SpringerLink (Online service) $3 593884
773 0 $t Springer Nature eBook
776 0 8 $i Printed edition: $z 9783030178949
776 0 8 $i Printed edition: $z 9783030178963
830 0 $a SpringerBriefs in Education, $x 2211-1921 $3 1257541
856 4 0 $u https://doi.org/10.1007/978-3-030-17895-6
912 $a ZDB-2-EDA
912 $a ZDB-2-SXED
950 $a Education (SpringerNature-41171)
950 $a Education (R0) (SpringerNature-43721)