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000890730 019__ $$a1102806257$$a1105190831
000890730 020__ $$a9783030178956$$q(electronic book)
000890730 020__ $$a3030178951$$q(electronic book)
000890730 020__ $$z3030178943
000890730 020__ $$z9783030178949
000890730 0248_ $$a10.1007/978-3-030-17
000890730 035__ $$aSP(OCoLC)on1103221354
000890730 035__ $$aSP(OCoLC)1103221354$$z(OCoLC)1102806257$$z(OCoLC)1105190831
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000890730 050_4 $$aQ181$$b.R63 2019
000890730 08204 $$a507.1$$223
000890730 1001_ $$aRocha Fernandes, Geraldo W.,$$eauthor.
000890730 24510 $$aUsing ICT in inquiry-based science education /$$cGeraldo W. Rocha Fernandes, António M. Rodrigues, Carlos Alberto Rosa Ferreira.
000890730 264_1 $$aCham :$$bSpringer,$$c[2019]
000890730 300__ $$a1 online resource (106 pages).
000890730 336__ $$atext$$btxt$$2rdacontent
000890730 337__ $$acomputer$$bc$$2rdamedia
000890730 338__ $$aonline resource$$bcr$$2rdacarrier
000890730 4901_ $$aSpringerBriefs in education
000890730 504__ $$aIncludes bibliographical references and index.
000890730 5050_ $$aChapter 1. ICT-Based Science Education: Main Digital Resources and Characterization -- Chapter 2. Different Theoretical Approaches to The Use of ICT in Science Education -- Chapter 3. Inquiry-Based Science Education: Characterization and Approaches for Use of Information and Communication Technology.
000890730 506__ $$aAccess limited to authorized users.
000890730 520__ $$aThis book analyzes the main Information and Communication Technologies (ICT) used in science education and the main theoretical approaches that support science education mediated by ICT in order to show how digital technologies can be employed in Inquiry-Based Science Education. It presents the results of a comprehensive review of studies focusing both on the use and effects of digital technologies in science education and on the different theoretical approaches that support the use of ICTs in science teaching.By doing so, the book provides a useful summary of the current research in the field and a strong analysis of its limitations. It concludes that there are few studies that report strategies and didactics for the practical use of ICT in science classes and that the use of ICT in science education cant be seen as an isolated action without a theoretical basis to support it. Based on these conclusions, the volume identifies the main ICTs used in inquiry activities, the main steps in inquiry activities used in science education and their approaches to the use of ICT. It shows that the use of ICT in Inquiry-Based Science Education allows students to develop more active work styles, improved attitudes towards science, better conceptual and theoretical understanding, improved reasoning, better modelling capabilities, and improved teamwork, along with improvements in other abilities. Using ICT in Inquiry-Based Science Education will be a valuable resource for science teachers and science teacher educators looking for an introductory text that presents an overview of the scientific research analyzing the implementation of digital technologies in science teaching and that provides useful insights to all educators interested in using digital technologies to introduce their students in the world of scientific inquiry and research.
000890730 588__ $$aDescription based on online resource; title from digital title page (viewed on June 24, 2019).
000890730 650_0 $$aScience$$xStudy and teaching$$xData processing.
000890730 650_0 $$aInquiry-based learning.
000890730 7001_ $$aRodrigues, António M.,$$eauthor.
000890730 7001_ $$aRosa Ferreira, Carlos Alberto,$$eauthor.
000890730 77608 $$iPrint version:$$aRocha Fernandes, Geraldo W.$$tUsing ICT in Inquiry-Based Science Education$$dCham : Springer,c2019$$z9783030178949
000890730 830_0 $$aSpringerBriefs in education.
000890730 852__ $$bebk
000890730 85640 $$3SpringerLink$$uhttps://univsouthin.idm.oclc.org/login?url=http://link.springer.com/10.1007/978-3-030-17895-6$$zOnline Access$$91397441.1
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000890730 980__ $$aEBOOK
000890730 980__ $$aBIB
000890730 982__ $$aEbook
000890730 983__ $$aOnline
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