Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called 'emerging learning objects- (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on 'missions' that are guided by socio-scientific questions (for example 'How can we design a CO2-friendly house?'). Fulfilling SCY missions requires a combination of knowledge from different content areas (eg, physics, mathematics, biology, as well as social sciences). While on a SCY mission, students perform several types of learning activities that can be characterised as productive processes (experiment, game, share, explain, design, etc), they encounter multiple resources, collaborate with varying coalitions of peers and use changing constellations of tools and scaffolds. The configuration of SCY-Lab is adaptive to the actual learning situation and ma y provide advice to students on appropriate learning activities, resources, tools and scaffolds, or peer students who can support the learning process. The SCY project aims at students between 12 and 18 years old. In the course of the project, a total of four SCY missions will be developed, of which one is currently available
Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socioscientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form
The subjects were 389 nine to sixteen-year-old pupils who participated in the Norwegian webbased National Assessment in English Reading as a foreign language. The pupils' achievement in English, their self-reported Information and Communication Technologies (ICT) competence, and general ability were assessed. Using regression analyses, self-reported ICT competence, but not general ability scores, had a significant relation to English reading scores in the 4 th grade but not in the 10 th grade. In contrast, general ability, but not self-reported ICT competence, was significantly related to English reading for the 10 th graders. The results at both grade levels were replicated in separate gender-wise analyses. The findings indicate that the computerized National Test in English reading in lower school grades is a test of computer competence or computer familiarity, more so than achievement in English. Thus, there are serious issues of validity involved when using computerized tests in primary schools. keywords National assessment • computerized tests • self-reported ICT competence • validity
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