Abstract
This chapter presents an analysis of inquiry-based science education and the possibility of employing Information and Communication Technology (ICT) as a supporting tool when performing inquiry activities in science teaching. Different studies were used to reflect on two aspects: (1) the main ICTs that are used in inquiry activities and (2) the main steps in inquiry activities that are used in science education and their approaches to the use of ICT. This chapter discusses that, together with teacher supervision, the use of ICT for developing inquiry-based science education allows students to develop more active work styles, improved attitudes towards science, better conceptual and theoretical understanding, improved reasoning, better modelling capabilities and improved teamwork, along with improvements in other abilities.
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Rocha Fernandes, G.W., Rodrigues, A.M., Rosa Ferreira, C.A. (2019). Inquiry-Based Science Education: Characterization and Approaches for Use of Information and Communication Technology. In: Using ICT in Inquiry-Based Science Education. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-030-17895-6_3
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