Abstract
Some authors have investigated the effectiveness of educational technologies for supporting the teaching and learning of science. To deepen the discussion, this chapter presents an analysis of the main theoretical approaches that support research on science education mediated by Information and Communication Technologies (ICT). Different studies were used to reflect on four aspects: (1) approaches to teaching and learning through the use of ICT (reflecting trends in a “theory of technological education” or “cognitive tools”); (2) cognitivist approaches (with emphasis on “social constructivism and sociocultural theory”, “constructivist approaches” and “the effects of collaborative work” allowed by the use of ICT); (3) approaches based on inquiry, research, projects and case studies (with a tendency towards renewal of the science curriculum); and (4) approaches that emphasise conceptual knowledge (investigating “conceptual understanding” and “conceptual change” facilitated by the use of ICT). The main contribution of this chapter is in the understanding that the use of ICT in science education is not an isolated action without a theoretical basis. The use of ICT is still planned and supported by traditional theoretical trends in teaching, learning, knowledge and curriculum design.
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Notes
- 1.
A mental set includes an existing model for the representation of a particular phenomenon or information (She & Liao, 2010, p. 94).
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Rocha Fernandes, G.W., Rodrigues, A.M., Rosa Ferreira, C.A. (2019). Different Theoretical Approaches to the Use of ICT in Science Education. In: Using ICT in Inquiry-Based Science Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-17895-6_2
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