Technology and science education: Starting points, research programs, and trends

Linn, Marcia C.

doi:10.1080/09500690305017

Cited by 150 publications

(96 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…may not be the most relevant or important for building an understanding of the representation. Because students with little prior knowledge have difficulty distinguishing between relevant and irrelevant information, visualizations can easily confuse these learners (Hegarty, Carpenter, & Just, 1991;Linn, 2003). Reliance on surface-level interpretations may constrain the understanding of novices in other ways as well.…”

Section: Discussionmentioning

confidence: 99%

“…Current cognitive research has provided guidance in the development of heuristics for the design of visual representations. Specifically, cognitive load theory provides insight into how the brain processes visual information, and in turn, provides an explanation of how these images can be designed to optimize their effectiveness in an instructional context to meet the needs of diverse learners (Linn, 2003).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

2006

View full text Add to dashboard Cite

Visual representations are essential for communicating ideas in the science classroom; however, the design of such representations is not always beneficial for learners. This paper presents instructional design considerations providing empirical evidence and integrating theoretical concepts related to cognitive load. Learners have a limited working memory, and instructional representations should be designed with the goal of reducing unnecessary cognitive load. However, cognitive architecture alone is not the only factor to be considered; individual differences, especially prior knowledge, are critical in determining what impact a visual representation will have on learners' cognitive structures and processes. Prior knowledge can determine the ease with which learners can perceive and interpret visual representations in working memory. Although a long tradition of research has compared experts and novices, more research is necessary to fully explore the expertnovice continuum and maximize the potential of visual representations.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

2006

View full text Add to dashboard Cite

show abstract

“…A major problem is the proper integration and implementation of this technology into the educational process in such a way as to be able to assist students in developing their knowledge and skills (Zhang 2013). You can highlight five areas in which different features and capabilities of ICT are used: scientific texts and lectures, cooperation and scientific discussion; representation and data collection, scientific simulation, and, finally, modeling (Linn 2003). Depending on the context of the use of ICT technology, these various expressions are used: information technology (Xie and Reider 2013), information and communication technology (Linn 2003), technology of learning (Atwater 2000;Krajcik 2002), new technologies (Krajcik et al 2000) and innovative technologies (Calik 2013;Ebenezer et al 2011Ebenezer et al , 2012Xie and Reider 2013).…”

Section: Introductionmentioning

confidence: 99%

Assessment of Application Technology of Natural User Interfaces in the Creation of a Virtual Chemical Laboratory

Jagodziński

Wolski

2014

J Sci Educ Technol

View full text Add to dashboard Cite

Natural User Interfaces (NUI) are now widely used in electronic devices such as smartphones, tablets and gaming consoles. We have tried to apply this technology in the teaching of chemistry in middle school and high school. A virtual chemical laboratory was developed in which students can simulate the performance of laboratory activities similar to those that they perform in a real laboratory. Kinect sensor was used for the detection and analysis of the student's hand movements, which is an example of NUI. The studies conducted found the effectiveness of educational virtual laboratory. The extent to which the use of a teaching aid increased the students' progress in learning chemistry was examined.The results indicate that the use of NUI creates opportunities to both enhance and improve the quality of the chemistry education. Working in a virtual laboratory using the Kinect interface results in greater emotional involvement and an increased sense of self-efficacy in the laboratory work among students. As a consequence, students are getting higher marks and are more interested in the subject of chemistry.

show abstract

“…Además, en muchas ocasiones, no es fácil llegar a las ideas científicas a partir de datos experimentales, ya que para ello no solo se requiere un adiestramiento en los lenguajes y formas de representación específicas, sino también la posesión de conocimiento disciplinar sobre la materia (Linn, 2003a). Por ello, si queremos conseguir una aplicación eficaz de estas herramientas tecnológicas para la enseñanza de las ciencias, hemos de diseñar y evaluar cuidadosamente las propuestas didácticas.…”

Section: Herramientas De Adquisición Y Representación De Datosunclassified

“…Los alumnos ofrecen más explicaciones y justificaciones para fundamentar sus afirmaciones y prestan más atención a los argumentos esgrimidos cuando saben que estas están destinadas a permanecer escritas en el foro y a ser leídas y evaluadas por sus compañeros. Linn (2003a) también señala que los debates a través de foros electrónicos ofrecen a los estudiantes mayores oportunidades para reflexionar, ya que les permiten pensar antes de escribir. Por el contrario, el flujo continuo de las discusiones en clase favorece la participación de los más impulsivos y extrovertidos y a menudo hace que los más reflexivos queden callados, tomándose su tiempo para meditar.…”

Section: Enseñanza De Las Ciencias Herramientas De Discusión Y Trabaunclassified

Nuevas tecnologías y aprendizaje significativo de las ciencias

Quesada

Armenteros

2014

ensciencias

View full text Add to dashboard Cite

Este trabajo pretende fomentar la reflexión sobre el potencial de la tecnología educativa para promover el aprendizaje significativo de las ciencias. Con este propósito se recurre a la literatura especializada, para mostrar algunos resultados de investigación sobre la aplicación de las TIC a la enseñanza de las ciencias (herramientas de adquisición de datos, programas de modelización, simulaciones, laboratorios virtuales…). El valor formativo de dichas aplicaciones se discute desde los actuales conocimientos acerca de cómo los individuos aprenden, mostrando el potencial de estos recursos para superar los obstáculos específicos asociados al aprendizaje efectivo de las ciencias (ideas previas, falta de contextos significativos, grado de abstracción de modelos y teorías…). No obstante, también se ofrece una visión crítica señalando riesgos y limitaciones.

show abstract

Technology and science education: Starting points, research programs, and trends

Cited by 150 publications

References 49 publications

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

Visual representations in science education: The influence of prior knowledge and cognitive load theory on instructional design principles

Assessment of Application Technology of Natural User Interfaces in the Creation of a Virtual Chemical Laboratory

Nuevas tecnologías y aprendizaje significativo de las ciencias

Contact Info

Product

Resources

About