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Science Teachers’ Metaphors of Digital Technologies and Social Media in Pedagogy in Finland and in Greece

  • Marianna VivitsouEmail author
  • Kirsi Tirri
  • Heikki Kynäslahti
Chapter
Part of the Studies in Computational Intelligence book series (SCI, volume 627)

Abstract

In this study we draw from the interviews of four science teachers, one from Finland and three from Greece, and two science education experts from Finland in order to discuss and analyze pedagogical decisions and choices when the learning space is enriched with social networking environments, and digital and mobile technologies. Our research interest departs from concerns that technological pervasiveness generates and an observed suspension of belief in science. This suspension seems to be rooted in the risks that post-industrial societies are facing nowadays. By examining the study participants’ experiences, we aim to trace the intersection of science and technology with pedagogy and, in this way, to gain an insight into the possible futures of science education. The qualitative analysis of the data indicates instances of both deductive and inductive logic that show up through views of science as way of thinking and as method. The analysis of participants’ speech also reveals recurrent underlying conceptions of science and related issues.

Keywords

Science educators Pedagogical thinking Science Digital technology Metaphors 

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Copyright information

© Springer-Verlag Berlin Heidelberg 2016

Authors and Affiliations

  • Marianna Vivitsou
    • 1
    Email author
  • Kirsi Tirri
    • 1
  • Heikki Kynäslahti
    • 1
  1. 1.Department of Teacher EducationUniversity of HelsinkiHelsinkiFinland

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