No abstract

The aim of this review is to identify specific types of guidance for supporting student use of online labs, that is, virtual and remote labs, in an inquiry context. To do so, we reviewed the literature on providing guidance within computer supported inquiry learning (CoSIL) environments in science education and classified all identified guidance according to a recent taxonomy of types of guidance. In addition, we classified the types of guidance in phases of inquiry. Moreover, we examined whether the types of guidance identified for each inquiry phase were found to be effective in promoting student learning, as documented in the CoSIL research. This review identifies what types of effective guidance currently exist and can be applied in developing future CoSIL environments, especially CoSIL environments with online labs. It also highlights the needs/shortcomings of these available types of guidance. Such information is crucial for the design and development of future CoSIL environments with online labs.

No abstract

No abstract

No abstract

This article reviews and analyses the educational research literature on interventions to increase the recruitment and retention of information and communications technology (ICT) students. The results show that three changes in computing pedagogy characterize successful interventions, and consequently offer promising ways to attract and prepare more people for careers in ICT. The most important selection criterion considered when choosing papers to review was that interventions had been tested in practice and their effectiveness measured. Interventions were arranged into two groups: recruitment and retention. Recruitment interventions described initiatives to motivate interest in computing among secondary schools students, whereas retention interventions described efforts to retain students in ICT majors at universities. The three pedagogical approaches that emerged from an analysis of the successful interventions were: (1) visual programming environments to teach introductory programming, (2) inquiry learning activities to engage students in computing, and (3) integration of interdisciplinary knowledge to attract students from diverse disciplines. This review draws attention to innovative teaching practices currently shaping computer science education. Wider adoption of these pedagogical strategies has the potential to significantly increase the number of qualified ICT professionals.

Nutiseadmeid kasutatakse sageli igapäevaelus, kuid ei ole teada, mil viisil ja kui laialdaselt rakendatakse neid õppimise eesmärgil. Selle väljaselgitamiseks korraldati ülevaateuuring, milles osales 3521 õpilast 6. ja 9. klassist. DIGCOMPi raamistikust lähtudes hindasid õpilased, kui sageli nad kasutavad nutiseadmeid õppimiseks loodusainetes ja matemaatikas. Õpilased jagati hierarhilise klasteranalüüsi abil viide rühma: sünnipärased digikodanikud, infoinimesed, suhtlevad infoinimesed, loomeinimesed ja nutiseadmete mittekasutajad. Neist nelja esimese profiilid iseloomustavad eri viisil nutiseadmete kasutajaid, keda on kokku ligikaudu pool valimisse kuulunud õpilastest. Teise poole moodustavad nutiseadmete mittekasutajad, kelle seas saab eristada täpsemaid alarühmi (kokku 11). Alarühmade võrdlemine võimaldab kavandada viise, kuidas kujundada nutiseadmete kasutamise harjumust. Samuti ilmneb uurimistulemustest, et 6. ja 9. klassi õpilased ning poisid ja tüdrukud kuuluvad eri rühmadesse erineva tõenäosusega. Summary

No abstract