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999 _c101626
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020 _a9783030178956
024 7 _a10.1007/978-3-030-17895-6
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNU
_2bicssc
072 7 _aSCI063000
_2bisacsh
072 7 _aJNU
_2thema
072 7 _aPD
_2thema
082 0 4 _a507.1
_223
100 1 _aRocha Fernandes, Geraldo W.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aUsing ICT in Inquiry-Based Science Education
_h[electronic resource] /
_cby Geraldo W. Rocha Fernandes, António M. Rodrigues, Carlos Alberto Rosa Ferreira.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aX, 97 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aSpringerBriefs in Education,
_x2211-1921
505 0 _aChapter 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 _aThis 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 _aScience education.
650 0 _aEducational technology.
650 1 4 _aScience Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O27000
650 2 4 _aTechnology and Digital Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O47000
650 2 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
700 1 _aRodrigues, António M.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aRosa Ferreira, Carlos Alberto.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030178949
776 0 8 _iPrinted edition:
_z9783030178963
830 0 _aSpringerBriefs in Education,
_x2211-1921
856 4 0 _uhttps://doi.org/10.1007/978-3-030-17895-6
942 _2ddc
_cEBOOK