Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

Abstract

This paper proposes a design framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The development of this design framework started as a response to complex changes in society and education (e.g. high turnover rate of knowledge, changing labour market), which require a more creative response of learners to the world problems that surround them. Many of these challenges are related to science and it would be expected that students are attracted to science, however the contrary is the case. One of the origins of this disinterest can be found in the way science is taught. Therefore, after reviewing the relevant literature we propose the SLAM framework as a tool to aid the design of science courses with high motivational impact on students. The framework is concerned with the assumption that science learning activities should be applicable and relevant to contemporary life and transferable to 'real-world' situations. The design framework proposes three design dimensions: context, technology and pedagogy, and aims at integrating learning in formal and informal contexts through blended learning scenarios by using today's flexible, interactive and immersive technologies (e.g. mobile, AR, VR).

Students learning science: representation construction in a digital environment

“…Students exercise a degree of agency over their learning by accessing resources and tasks online (Barbour, 2014;Christensen, Horn, & Staker;Garrison & Vaughan, 2008; International Association for K-12 Online Learning [iNACOL], 2011). Although the definition of BLEs is evolving (Horn & Fisher, 2017), key features include a student-centred focus based on flexible and effective teaching and learning approaches, across both face-to-face and online domains, presented as a cohesive and integrated learning experience to support student learning outcomes (Bidarra & Rusman, 2017;Horn & Fisher, 2017;Patrick et al, 2013).…”

“…In contrast to a one size fits all approach, where all students progress at the same time through the same curriculum, there are a number of benefits and challenges associated with BLEs. Perhaps the most cited involves the shift toward student-centred learning which provides greater student control and flexibility in pathways for their learning, how they demonstrate their understanding, as well as more flexibility in the pacing and context of learning (Bidarra & Rusman, 2017;Horn & Fisher, 2017;Patrick et al, 2013). Through the integration of digital technologies, BLEs have the potential to support a high level of differentiation of scale (Bidarra & Rusman, 2017;Horn & Fisher, 2017).…”

“…Perhaps the most cited involves the shift toward student-centred learning which provides greater student control and flexibility in pathways for their learning, how they demonstrate their understanding, as well as more flexibility in the pacing and context of learning (Bidarra & Rusman, 2017;Horn & Fisher, 2017;Patrick et al, 2013). Through the integration of digital technologies, BLEs have the potential to support a high level of differentiation of scale (Bidarra & Rusman, 2017;Horn & Fisher, 2017). This has been shown to increase student engagement, particular for at-risk students (Kyei-Blankson, & Ntuli, 2014) and those with a lack of interest in science and STEM (Craciun & Bunoiu, 2015).…”

“…Though these broad insights are useful in understanding the possibilities opened up in a BLE, they offer little insight into how to support complex disciplinary practice in subjects such as science. The arguments for blended learning in science centre around the need to improve student engagement through the integration of contemporary disciplinary-specific approaches using ICT (Bidarra & Rusman, 2017;Craciun & Bunoiu, 2015;Longo, 2016). Using the classification of Horn and Staker (2014), Craciun and Bunoiu (2015) proposed the Rotation models (e.g., station, lab, flipped) and the Flex model best suited secondary education,…”

Análisis de la percepción de los estudiantes sobre el uso de las tecnologías de la información y la comunicación en el proceso educativo por medio de la ciencia de datos

“…Las instituciones educativas, junto con los docentes, están empleando los avances tecnológicos para planear, organizar y crear diversas actividades escolares atractivas y eficaces (Bidarra y Rusman, 2017;Ouyang y Scharber, 2017;Pérez, Morales, Aparicio y Menchaca, 2018). En particular, las universidades están actualizando los procesos, los métodos y las estrategias pedagógicas por medio de las Tecnologías de la Información y Comunicación (TIC) debido a que estas herramientas digitales favorecen la calidad en el campo educativo (Benaida y Namoun, 2018;Murphy y Stewart, 2017;Salas, 2018).…”