Software for the Synergistic Integration of Science with ICT Education

Wu, Zhenzhou; Glaser, Rainer

doi:10.28945/305

Cited by 8 publications

(7 citation statements)

References 16 publications

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“…The study results confirmed the strong relation between usage of ICT by the individuals and their scientific literacy (Wu & Glaser, 2004). However, as it turns out the nature of this relation depends on the way of using ICT in learning and the level of skill to use it as well as the nature of learning tasks entrusted to the students (Luu & Freeman, 2011).…”

Section: Teacher Csupporting

confidence: 66%

Promoting Scientific Literacy by Using ICT in Science Teaching

Al-rsa’i¹

2013

IES

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This study aims to identify the way upon which ICT can be employed in science teaching to develop scientific literacy level.The study has conclude to design a triple learning model (PEA) based on ICT and constructive learning strategy in teaching science through a context which cares for building positive trends of searching for knowledge and increasing scientific literacy level of the students at schools and universities. The PEA model depends on the use of ICT in the teaching of science through the following three requirements:1. Using ICT in a way that is consistent with the tendencies of the students and their attitudes.2. Constructing educational content based on the constructivist theory of learning. Providing social learning environment.Thus, the study recommends the bodies in charge of the educational process to necessarily adopt the project of rebuilding scientific literacy through supplying classrooms and laboratories with ICT supplies as well as training teachers and faculty members in universities on science teaching skills by using ICT based on the Constructivist Theory.

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Section: Teacher Csupporting

confidence: 66%

Promoting Scientific Literacy by Using ICT in Science Teaching

Al-rsa’i¹

2013

IES

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“…They then further explore the chemistry and social, political and philosophical elements of the topic through questions and answers. The students create portfolios via the CIITN webtool (Glaser, Wu, and Sui 2004;Wu and Glaser 2004) which provides a template for students to construct portfolios on the Internet. The student groups then peer review the portfolios using the webtool, and also going through a constructive review round, revision and final review Glaser and Carson 2005).…”

Section: Chemistry Is In the News In The Classroommentioning

confidence: 99%

“…Following the final round of peer review of the portfolio, students login to the CIITN webtool Wu and Glaser 2004) as an individual and carry out intra-group peer review. Once logged into their individual accounts, the students can access an electronic copy of the rubric.…”

Section: Ciitn Intra-group Peer Reviewmentioning

confidence: 99%

Chemistry Is in the News: assessing intra‐group peer review

Carson

Glaser

2010

Assessment & Evaluation in Higher Education

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Interdisciplinarity is rapidly becoming a norm within both the professional and academic worlds, and the ability to collaborate is becoming an essential skill for all graduates. Chemistry Is in the News (CIITN) is a curriculum that aims to teach students this skill by engaging student collaborative groups in a project that ties real world events and topics to the content taught in the classroom. While the collaborative activity has been successful in many ways, the challenge of maintaining individual accountability within the collaborative activity has persisted. The need to balance the tension between promoting collaboration and maintaining individual performance standards drove the development of an intra-group peer review system. In developing this peer review system, four goals guide the design: the desire to promote collaboration, to produce a differentiated score among group members reflecting the contribution each person made, to improve student perception of fairness and accuracy in the assessment process of CIITN and to avoid artificially inflating students' grades. The system was assessed in the winter semester of 2004 in a large lecture course at a major Midwestern university via student questionnaires and the CIITN scores. Evidence is provided to suggest that the intra-group peer review system has met its core goals.

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“…Building on a century of general education policy, the National Science Foundation of the United States recommended that science, technology, engineering, and mathematics (STEM) teachers “...model good practices that increase learning; start with the student’s experience, but have high expectations within a supportive climate; and build inquiry, a sense of wonder and the excitement of discovery, plus communication and teamwork, critical thinking, and life-long learning skills into learning experiences.” We developed “Chemistry Is in the News (CIITN)” to teach chemistry in the context of real-world issues and to expose students to some aspects of science communication. − In fact, science communication involves all kinds of interactions among STEM professionals and with the public. The central competence in scientific writing is technical communication in the STEM disciplines.…”

Section: Introductionmentioning

confidence: 99%

Challenges of Globalization and Successful Adaptation Strategies in Implementing a “Scientific Writing and Authoring” Course in China

2018

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This paper describes the adaptation of an upper-division undergraduate seminar course taught at the University of Missouri in Columbia (MU) to the Summer School Program of the University of Chinese Academy of Sciences in Beijing (UCAS). The course "Scientific Writing in Chemistry" addresses an essential need for science students across the globe to receive experiential education in scientific writing. An assignment-based curriculum was developed to instruct students on best practices in writing a scientific paper and to educate students about the scientific publication process and peer review. The semester-long MU course that included three meetings per week and had low enrollment was adapted to 20 h UCAS block courses with much higher enrollments. The drastic differences in scale and mode of delivery posed numerous nontrivial challenges and required modifications of the teaching goals. Because of the short duration of the summer courses, the MU curriculum with its focus on "working on assignments and working with rubrics" was adjusted to a curriculum which is based on "working with posted samples of completed assignments and working with rubrics" at UCAS. Instruction on publication ethics was emphasized, and several adjustments were made to address cultural and language differences. Enrollment data and results of evaluations collected over five years (2011−2016) are presented to demonstrate the success of the adaptation. It is hoped that this paper will contribute to the wide and open dissemination of this "Scientific Writing" curriculum and, more generally, that the example of our course adaptation might encourage outstanding experts from many science, technology, engineering, and mathematics (STEM) fields to contribute in a significant way to international education.

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Software for the Synergistic Integration of Science with ICT Education

Cited by 8 publications

References 16 publications

Promoting Scientific Literacy by Using ICT in Science Teaching

Promoting Scientific Literacy by Using ICT in Science Teaching

Chemistry Is in the News: assessing intra‐group peer review

Challenges of Globalization and Successful Adaptation Strategies in Implementing a “Scientific Writing and Authoring” Course in China

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