Online science learning: best practices and technologies
"This book reviews trends and efforts in web-based science instruction and evaluates contemporary philosophies and pedagogies of online science instruction. This title on an emergent and vital area of education clearly demonstrates how to enrich the academic character and quality of web-based s...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Hershey PA [u.a.]
Information Science Publ.
2008
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Summary: | "This book reviews trends and efforts in web-based science instruction and evaluates contemporary philosophies and pedagogies of online science instruction. This title on an emergent and vital area of education clearly demonstrates how to enrich the academic character and quality of web-based science instruction"--Provided by publisher. |
| Item Description: | "This book reviews trends and efforts in web-based science instruction and evaluates contemporary philosophies and pedagogies of online science instruction. This title on an emergent and vital area of education clearly demonstrates how to enrich the academic character and quality of web-based science instruction"--Provided by publisher. |
| Physical Description: | XVII, 353 S. |
| ISBN: | 9781599049861 9781599049878 |
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Record in the Search Index
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| adam_text | Online Science
Learning:
Best Practices and Technologies
Table of Contents
Foreword
.......................................................................................................................
1X
Preface
...........................................................................................................................
X1
Section I:
Science Education and Online Science Learning
Chapter I
Online Science: Its Role in Fostering Global Scientific Capital
...............................1
Building Global Science and Technology Capital
...............................................2
Valuing Science Education Globally
....................................................................3
Global Implications for Online Science Education
...........................................№
Conclusion
..........................................................................................................№
References
..........................................................................................................
H
Chapter II
Controversies and Concurrence in Science Education
............................................14
The U.S. Failure in Science
................................................................................16
Additional Factors Influencing Science Education
............................................19
Other Considerations that Influence Online Learning Pedagogy.
.....................21
Issues in Learning Science
.................................................................................22
Learning Theories and Concepts
.......................................................................22
Conclusion
..........................................................................................................27
References
..........................................................................................................27
Chapter III
Virtaal School Science
.,___________......................................................................30
U.S. Virtual Schools
....................................,......................................................31
Obstacles to Seamless K~I6 Science Instruction in the U.S.
..............................34
Enrichment at the Interface: Coordinated K-I6 Online Science Learning
.......36
Online Professional Development for Science Teachers
...................................37
Selecting, Employing, and Designing Online Science Learning Objects
for Schools
.....................................................................................................38
Contemporary Approaches to Online Science Learning at Schools
..................40
Conclusion.
.........................................................................................................43
References
..........................................................................................................44
Chapter IV
Taking University Science Education Online
...........................................................49
Survey of Undergraduate Distance Science Education (SUDSE©)
..................50
Revisiting Current Practice
................................................................................54
Conclusion.
.........................................................................................................55
References
..........................................................................................................56
Appendix: SUDSE Online Survey
......................................................................58
Chapter V
The Role of Practical Work in Online Science
.........................................................73
What is Practical Work?
....................................................................................74
Where Does Practical Work Take Place?
...........................................................76
A Brief History of Practical Work in the UK and U.S.
.......................................76
Purpose and Value of Practical Work
................................................................79
Value of Practical Field Work
............................................................................80
Additional Purposes for Practical Work
............................................................80
Practical Work Controversies
............................................................................82
Designing Practical Work TasL·
........................................................................85
Epistemologica!
and Procedural introduction to Practical Work
......................86
Exampie:
Employing Situated Cognition and Scaffolding in Practical Work
...87
Conclusion.
.........................................................................................................88
References
..........................................................................................................89
Appendix: Compilation of Learning Outcomes for Practical Work.
..................93
Chapter VI
Knowledge Transfer and Collaboration Structures for Online Science
................98
Collaborative vs. Cooperative Online Learning
................................................99
Online Collaboration
......................................................................................./00
Collaborative Learning and Online Science
....................................................101
Stages and Models of Online Collaboration
....................................................101
Effective Approaches to Collaboration and Group Structures
........................104
Social Software for Online Science
..................................................................106
Role of the Instructor in Online Collaboration
................................................107
The Sage on the Stage Lives?
...........................................................................107
Е
-Moderating...................................................................................................
108
Gesture and Silence in the Online Science Classroom
....................................108
Using Collaboratories to Enrich and Sustain Science Knowledge.
.................109
Collaboration in Virtual Worlds to Support Science Learning
........................110
Live Online Classrooms
....................................................................................///
Laboratorv E-NotebooL·
..................................................................................112
Science
Collaboration
Miscellany
...................................................................
ИЗ
Evaluating Online Science Collaboration
.......................................................
ИЗ
Conclusion.
....................................................................................................... 4
References
........................................................................................................ 5
Section II:
Online Science Instructional Strategies and Technologies
Chapter
VII
Online Science: Contemporary Approaches to Practical Work
...........................121
Learning Objects
..............................................................................................122
Learning Objects Classification
.......................................................................123
Learning Object Repositories
..........................................................................124
Multimedia
.......................................................................................................
í
24
Streaming Digital Video in Online Science
......................................................125
Typologies
f
or Web-Enabled Science Laboratories
.........................................126
Benefits of Simulations in Online Science Learning
........................................129
3-D
Learning Objects as Simulated Specimens
...............................................129
Additional
3-D
Learning Objects for Online Science Learning
......................132
3-D
Virtual Worlds
...........................................................................................133
Caveats of Using Virtual Worlds
......................................................................135
Affordances of Virtual Science Environments
..................................................135
Examples of Online Virtual Science Learning Environments
..........................136
Educational Science Games
.............................................................................137
Models for Online Learning Game Development
............................................137
Remote Experimentation
..................................................................................139
Remote Experimentation: Design Approaches and Considerations
................139
Examples of Remote Experiments
....................................................................141
Remote Experiment Affordances
......................................................................142
Hands-on Laboratory Approaches for Online Students
...................................143
Virtual Field Trips
............................................................................................145
Actual Field Study to Support Distance Education.
.........................................147
Virtual Puzzles for Learning Science
...............................................................149
Hybrid or Blended Science Courses
................................................................150
Digital Libraries and Repositories for Science Education
..............................757
Conclusion.
.......................................................................................................152
References
........................................................................................................755
Chapter
VIII
The Cutting Edge: Promising Technologies and Strategies for Online
Science Education
.....................................................................................................159
Emerging Learning Systems for Online Science Education
.............................767
Remote and Virtual Experimentation to Support Student Research.
................163
Mobile Technologies for Online Science Education
........................................164
Using PDAs and ¡Pods® in Online Science
....................................................166
Mobile Learning Objects.
................................................................................./67
Advances in Visualization
................................................................................
jfâ
Emerging
3-D
Learning
Environments
............................................................171
Haptic
Design
...................................................................................................178
Virtual Instructors, Classmates, and Tutors
.....................................................180
Virtual Science Museums and Science Centers
................................................184
Trends
...............................................................................................................186
Impact of Online Technological Innovation to the Science Professoriate
.......186
Conclusions
......................................................................................................187
References
........................................................................................................187
Section III:
Assessing Online Science Learning
Chapter IX
Assessing Science Competence Achieved at a Distance
.........................................196
Assessment Standards and Science Assessment
...............................................197
Novice-to-Expert Knowledge
...........................................................................198
Aligning Content, Instruction, and Assessment.
...............................................¡99
Interpretive Assessment Online
........................................................................207
Online Science Assessment Cases
....................................................................204
Conclusions
......................................................................................................211
References
........................................................................................................212
Section IV:
Disciplinary Examples in Online Science Courses
Chapter X
Online Mathematics and Physical Science
(Mathematics, Astronomy, Chemistry, and Physics)
.............................................216
Designing Online Math Learning Activities
....................................................217
On the Design of Physical Science Learning Activities
...................................218
Courses
.............................................................................................................219
Simulations and Virtual Labs
...........................................................................224
Collaborations, Virtual Science Museums, and Digital Libraries
...................234
Trends and Conclusion
.....................................................................................238
References
........................................................................................................239
Chapter XI
Online Geoscience
.....................................................................................................242
Courses
.............................................................................................................243
Virtual Field Trips
............................................................................................246
Virtual Laboratories
.........................................................................................250
Collaboration, Virtual Science Museums, and the Cyberinfrastructure
..........256
Collaboration
...................................................................................................257
Virtual Science Museums
.................................................................................258
Cyberinfrastructure
..........................................................................................260
Trends and Conclusion
.....................................................................................260
References
........................................................................................................262
Chapter
XII
Online Life Sciences
..................................................................................................265
Courses
.............................................................................................................266
Virtual Field Work and Laboratories
...............................................................273
Online Resources
..............................................................................................285
Trends and Conclusion
.....................................................................................287
References
........................................................................................................287
Section V:
Best Practice Model for Online Science Learning
Chapter
XIII
A Didactic Model for the Development of Effective Online Science Courses
......291
Considerations
.................................................................................................293
Phase
1:
Course Planning
...............................................................................293
Phase
2:
Design
...............................................................................................298
Phase
3:
Implementation
..................................................................................304
Phase
4:
Course Assessment and Redesign
.....................................................309
Conclusion
........................................................................................................310
Epilogue
...........................................................................................................312
References
........................................................................................................312
Appendix: Model Planning Documents
...........................................................317
About the Authors
.....................................................................................................338
Index
..........................................................................................................................340
|
| adam_txt |
Online Science
Learning:
Best Practices and Technologies
Table of Contents
Foreword
.
1X
Preface
.
X1
Section I:
Science Education and Online Science Learning
Chapter I
Online Science: Its Role in Fostering Global Scientific Capital
.1
Building Global Science and Technology Capital
.2
Valuing Science Education Globally
.3
Global Implications for Online Science Education
.№
Conclusion
.№
References
.
H
Chapter II
Controversies and Concurrence in Science Education
.14
The U.S. Failure in Science
.16
Additional Factors Influencing Science Education
.19
Other Considerations that Influence Online Learning Pedagogy.
.21
Issues in Learning Science
.22
Learning Theories and Concepts
.22
Conclusion
.27
References
.27
Chapter III
Virtaal School Science
.,_.30
U.S. Virtual Schools
.,.31
Obstacles to Seamless K~I6 Science Instruction in the U.S.
.34
Enrichment at the Interface: Coordinated K-I6 Online Science Learning
.36
Online Professional Development for Science Teachers
.37
Selecting, Employing, and Designing Online Science Learning Objects
for Schools
.38
Contemporary Approaches to Online Science Learning at Schools
.40
Conclusion.
.43
References
.44
Chapter IV
Taking University Science Education Online
.49
Survey of Undergraduate Distance Science Education (SUDSE©)
.50
Revisiting Current Practice
.54
Conclusion.
.55
References
.56
Appendix: SUDSE Online Survey
.58
Chapter V
The Role of Practical Work in Online Science
.73
What is Practical Work?
.74
Where Does Practical Work Take Place?
.76
A Brief History of Practical Work in the UK and U.S.
.76
Purpose and Value of Practical Work
.79
Value of Practical Field Work
.80
Additional Purposes for Practical Work
.80
Practical Work Controversies
.82
Designing Practical Work TasL·
.85
Epistemologica!
and Procedural introduction to Practical Work
.86
Exampie:
Employing Situated Cognition and Scaffolding in Practical Work
.87
Conclusion.
.88
References
.89
Appendix: Compilation of Learning Outcomes for Practical Work.
.93
Chapter VI
Knowledge Transfer and Collaboration Structures for Online Science
.98
Collaborative vs. Cooperative Online Learning
.99
Online Collaboration
./00
Collaborative Learning and Online Science
.101
Stages and Models of Online Collaboration
.101
Effective Approaches to Collaboration and Group Structures
.104
Social Software for Online Science
.106
Role of the Instructor in Online Collaboration
.107
The Sage on the Stage Lives?
.107
Е
-Moderating.
108
Gesture and Silence in the Online Science Classroom
.108
Using Collaboratories to Enrich and Sustain Science Knowledge.
.109
Collaboration in Virtual Worlds to Support Science Learning
.110
Live Online Classrooms
.///
Laboratorv E-NotebooL·
.112
Science
Collaboration
Miscellany
.
ИЗ
Evaluating Online Science Collaboration
.
ИЗ
Conclusion.
.''4
References
.''5
Section II:
Online Science Instructional Strategies and Technologies
Chapter
VII
Online Science: Contemporary Approaches to Practical Work
.121
Learning Objects
.122
Learning Objects Classification
.123
Learning Object Repositories
.124
Multimedia
.
í
24
Streaming Digital Video in Online Science
.125
Typologies
f
or Web-Enabled Science Laboratories
.126
Benefits of Simulations in Online Science Learning
.129
3-D
Learning Objects as Simulated Specimens
.129
Additional
3-D
Learning Objects for Online Science Learning
.132
3-D
Virtual Worlds
.133
Caveats of Using Virtual Worlds
.135
Affordances of Virtual Science Environments
.135
Examples of Online Virtual Science Learning Environments
.136
Educational Science Games
.137
Models for Online Learning Game Development
.137
Remote Experimentation
.139
Remote Experimentation: Design Approaches and Considerations
.139
Examples of Remote Experiments
.141
Remote Experiment Affordances
.142
Hands-on Laboratory Approaches for Online Students
.143
Virtual Field Trips
.145
Actual Field Study to Support Distance Education.
.147
Virtual Puzzles for Learning Science
.149
Hybrid or Blended Science Courses
.150
Digital Libraries and Repositories for Science Education
.757
Conclusion.
.152
References
.755
Chapter
VIII
The Cutting Edge: Promising Technologies and Strategies for Online
Science Education
.159
Emerging Learning Systems for Online Science Education
.767
Remote and Virtual Experimentation to Support Student Research.
.163
Mobile Technologies for Online Science Education
.164
Using PDAs and ¡Pods® in Online Science
.166
Mobile Learning Objects.
./67
Advances in Visualization
.
jfâ
Emerging
3-D
Learning
Environments
.171
Haptic
Design
.178
Virtual Instructors, Classmates, and Tutors
.180
Virtual Science Museums and Science Centers
.184
Trends
.186
Impact of Online Technological Innovation to the Science Professoriate
.186
Conclusions
.187
References
.187
Section III:
Assessing Online Science Learning
Chapter IX
Assessing Science Competence Achieved at a Distance
.196
Assessment Standards and Science Assessment
.197
Novice-to-Expert Knowledge
.198
Aligning Content, Instruction, and Assessment.
.¡99
Interpretive Assessment Online
.207
Online Science Assessment Cases
.204
Conclusions
.211
References
.212
Section IV:
Disciplinary Examples in Online Science Courses
Chapter X
Online Mathematics and Physical Science
(Mathematics, Astronomy, Chemistry, and Physics)
.216
Designing Online Math Learning Activities
.217
On the Design of Physical Science Learning Activities
.218
Courses
.219
Simulations and Virtual Labs
.224
Collaborations, Virtual Science Museums, and Digital Libraries
.234
Trends and Conclusion
.238
References
.239
Chapter XI
Online Geoscience
.242
Courses
.243
Virtual Field Trips
.246
Virtual Laboratories
.250
Collaboration, Virtual Science Museums, and the Cyberinfrastructure
.256
Collaboration
.257
Virtual Science Museums
.258
Cyberinfrastructure
.260
Trends and Conclusion
.260
References
.262
Chapter
XII
Online Life Sciences
.265
Courses
.266
Virtual Field Work and Laboratories
.273
Online Resources
.285
Trends and Conclusion
.287
References
.287
Section V:
Best Practice Model for Online Science Learning
Chapter
XIII
A Didactic Model for the Development of Effective Online Science Courses
.291
Considerations
.293
Phase
1:
Course Planning
.293
Phase
2:
Design
.298
Phase
3:
Implementation
.304
Phase
4:
Course Assessment and Redesign
.309
Conclusion
.310
Epilogue
.312
References
.312
Appendix: Model Planning Documents
.317
About the Authors
.338
Index
.340 |
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| id | DE-604.BV023255253 |
| illustrated | Not Illustrated |
| index_date | 2024-07-02T20:29:32Z |
| indexdate | 2024-07-09T21:14:14Z |
| institution | BVB |
| isbn | 9781599049861 9781599049878 |
| language | English |
| lccn | 2007049561 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016440549 |
| oclc_num | 183608912 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-12 |
| owner_facet | DE-355 DE-BY-UBR DE-12 |
| physical | XVII, 353 S. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Information Science Publ. |
| record_format | marc |
| spelling | Downing, Kevin F. Verfasser aut Online science learning best practices and technologies Kevin F. Downing and Jennifer K. Holtz Hershey PA [u.a.] Information Science Publ. 2008 XVII, 353 S. txt rdacontent n rdamedia nc rdacarrier "This book reviews trends and efforts in web-based science instruction and evaluates contemporary philosophies and pedagogies of online science instruction. This title on an emergent and vital area of education clearly demonstrates how to enrich the academic character and quality of web-based science instruction"--Provided by publisher. Erziehung Naturwissenschaft Science Study and teaching (Higher) Web-based instruction Education Computer network resources Education, Higher Computer-assisted instruction Education, Higher Effect of technological innovations on Computerunterstützter Unterricht (DE-588)4070087-2 gnd rswk-swf Naturwissenschaftliches Studium (DE-588)4171340-0 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf E-Learning (DE-588)4727098-6 s Naturwissenschaftliches Studium (DE-588)4171340-0 s DE-604 Computerunterstützter Unterricht (DE-588)4070087-2 s Holtz, Jennifer K. Verfasser aut Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016440549&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Downing, Kevin F. Holtz, Jennifer K. Online science learning best practices and technologies Erziehung Naturwissenschaft Science Study and teaching (Higher) Web-based instruction Education Computer network resources Education, Higher Computer-assisted instruction Education, Higher Effect of technological innovations on Computerunterstützter Unterricht (DE-588)4070087-2 gnd Naturwissenschaftliches Studium (DE-588)4171340-0 gnd E-Learning (DE-588)4727098-6 gnd |
| subject_GND | (DE-588)4070087-2 (DE-588)4171340-0 (DE-588)4727098-6 |
| title | Online science learning best practices and technologies |
| title_auth | Online science learning best practices and technologies |
| title_exact_search | Online science learning best practices and technologies |
| title_exact_search_txtP | Online science learning best practices and technologies |
| title_full | Online science learning best practices and technologies Kevin F. Downing and Jennifer K. Holtz |
| title_fullStr | Online science learning best practices and technologies Kevin F. Downing and Jennifer K. Holtz |
| title_full_unstemmed | Online science learning best practices and technologies Kevin F. Downing and Jennifer K. Holtz |
| title_short | Online science learning |
| title_sort | online science learning best practices and technologies |
| title_sub | best practices and technologies |
| topic | Erziehung Naturwissenschaft Science Study and teaching (Higher) Web-based instruction Education Computer network resources Education, Higher Computer-assisted instruction Education, Higher Effect of technological innovations on Computerunterstützter Unterricht (DE-588)4070087-2 gnd Naturwissenschaftliches Studium (DE-588)4171340-0 gnd E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Erziehung Naturwissenschaft Science Study and teaching (Higher) Web-based instruction Education Computer network resources Education, Higher Computer-assisted instruction Education, Higher Effect of technological innovations on Computerunterstützter Unterricht Naturwissenschaftliches Studium E-Learning |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016440549&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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