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Analyzing Integrated Learning Scenarios for Outdoor Settings
Abstract
Research suggests that an interdisciplinary approach, where students can gather and evaluate evidence, and make sense of information they receive, can enhance students’ learning and better model various processes and phenomena in the real world [1]. However, it might create challenges for teachers to design integrated learning scenarios in authentic outdoor settings. The general aim of the paper is to analyze the content of integrated learning scenarios supported with technologies (mobile devices, online applications, sensors and educational robotics) in outdoor settings created by teachers from 6 K-12 schools to understand the characteristics of outdoor learning scenarios, the type of knowledge and level of contextualization these scenarios anticipate. The content analysis of the integrated learning scenarios demonstrates that the teachers tend to design learning scenarios, which hardly embrace learning contexts and enable to support higher order knowledge building types.
Модель подготовки преподавательского состав для работы в школе предполагает наличие не только уже утвержденного инструментарий оценки качества образования, но также и формирования принципов обучения. Для этой цели задействуется структура интегрированного образования, которая формирует возможность целостного познания окружающего мира для школьников и применения технологий для устойчивого образования на стороне преподавателя. Новизна исследования определяется тем, что интегрированное обучение может быть задействовано не только в границах обучения будущих преподавателей, но прежде всего возможности применения принципов интегрированного обучения для школьников. Авторы показывают, что интегрированное обучение может быть реализовано только при подготовке самих младших школьников и выявления у них собственного мышления и стремления к познанию. В статье определяется возможность использования методического комплекса, который будущий учитель может применять для работы со школьниками и ценностные установки, которые в последующем формируют уже стремление школьников к обучению. Практическая значимость исследования определяется тем, что использование методики интегрированного обучение позволяет расширить педагогические приемы и в старшей школе использовать их уже нативно.
Модель подготовки преподавательского состава для работы в школе предполагает наличие не только уже утвержденного инструментарий оценки качества образования, но также и формирования принципов обучения. Для этой цели задействуется структура интегрированного образования, которая формирует возможность целостного познания окружающего мира для школьников и применения технологий для устойчивого образования на стороне педагога. Новизна исследования определяется тем, что интегрированное обучение может быть задействовано не только в границах обучения будущих педагогов, но прежде всего возможности применения принципов интегрированного обучения для школьников. Авторы показывают, что интегрированное обучение может быть реализовано только при подготовке самих младших школьников и выявления у них собственного мышления и стремления к познанию. В статье определяется возможность использования методического комплекса, который будущий учитель может применять для работы со школьниками и ценностные установки, которые в последующем формируют уже стремление школьников к обучению. Практическая значимость исследования определяется тем, что использование методики интегрированного обучение позволяет расширить педагогические приемы и в старшей школе.
The model of training the teaching staff to work at the school assumes the presence of not only the already approved tools for assessing the quality of education, but also the formation of learning principles. For this purpose, the structure of integrated education is used, which forms the possibility of a holistic knowledge of the surrounding world for schoolchildren and the use of technologies for sustainable education on the teacher's side. The novelty of the research is determined by the fact that integrated learning can be involved not only within the boundaries of teaching future teachers, but above all the possibility of applying the principles of integrated learning for schoolchildren. The authors show that integrated learning can be implemented only when preparing the younger students themselves and revealing their own thinking and desire for knowledge. The article defines the possibility of using a methodological complex that a future teacher can apply to work with schoolchildren and value attitudes that subsequently form the desire of schoolchildren to learn. The practical significance of the study is determined by the fact that the use of the integrated learning methodology makes it possible to expand pedagogical techniques in high school.
This book aims to highlight science education in countries along the Belt and Road. It consists of 30 chapters divided into three main parts, namely Arab and African countries, Asian countries and European countries,. We invited science education experts from 29 “Belt and Road” countries to introduce the current status of science education in their countries and the new requirements with the rapid evolution of Information Technology. The major contributions of this book include:
1) Provide the current status of science education in countries along the Belt and Road as well as the requirement for developing and improving science education in these countries;
2) Discuss new insights of science education in future years;
3) Inspire stakeholders to take effective initiatives to develop science education in countries along the Belt and Road.
This chapter provides a brief introduction to the geographical location of Libya, its population and the current political system. We highlight the levels of the education system in Libya (primary, basic and higher education). This includes the number of enrolled students and the number of dropout rates per year. Training and development in some schools and universities that have established eLearning and emerging technologies to enhance science education teaching or learning are discussed. The assessment methodology is also considered. The chapter also provides some statistics about the economic situation technologies and cultural development in Libya. Challenges, strategies, reflections, issues, and future paths form the latter part of this chapter.
This chapter presents the current situation of science education in Estonia. Estonian students have shown good results in international assessments of science achievement (e.g., PISA, TIMMS) which has raised international interest towards the Estonian educational system. Estonian educational system is based on the Lifelong Learning Strategy and the science curriculum puts emphasis on using technology to support learning and developing students’ inquiry skills. The future of science education in Estonia seems to be moving towards integrating science, technology, engineering, arts and mathematics (STEAM), developing students’ complex problem solving skills and general competences (e.g., digital competence, cultural and value competence, social and civic competence), connecting science with the real life and developing active citizens who use scientific thinking and creativity in their everyday lives. This can be done through solving socio-scientific issues and participating in citizen science projects. However, Estonian science and mathematics teachers are rather old and several challenges should be solved on the way.
The rise of mobile learning in schools during the past decade has led to promises about the power of mobile learning to extend and enhance student cognitive engagement. The purpose of this study was to examine trends to determine the cognitive level students are involved in within mobile learning activities. This systematic review involved an aggregated and configurative synthesis of PK‐12 mobile learning studies from 2010 to 16 and used Bloom’s Taxonomy as a theoretical framework for categorizing the cognitive level of student activities. Major new findings include that students are involved in activities at all six levels of Bloom’s Taxonomy. This study shows that over 60% of researchers are developing activities that require high levels of cognitive processing, a large increase from past studies. Nonetheless, 40% are integrating mobile devices in ways that keep students working with minimal cognitive processing. In both elementary and secondary studies, there was a 40/60% split in the use of lower versus high level thinking opportunities. New findings show that mobile devices were integrated into science, mathematics, social studies, literacy, art and special education. Studies in science settings were the majority of the studies (40%), followed by literacy (24%).
In this manuscript we focus on how to develop STEM learning environments,
and how STEM can be implemented in K-12 schools. We focus on the following
question: “How can we support students in building a deep, integrated knowledge
of STEM so that they have the practical knowledge and problem solving skills
necessary to live in and improve the world?” We also discuss criteria for evaluating
STEM learning environments and the challenges teachers face in implementing
STEM. We define STEM as the integration of science, engineering, technology,
and mathematics to focus on solving pressing individual and societal problems.
Engaging students in STEM also means engaging learners in the design process.
Design is integral to student thinking in the STEM world. The design process
is very non-linear and iterative in its nature but requires clearly articulating and
identifying the design problem, researching what is known about the problem,
generating potential solutions, developing prototype designs (artifacts) that
demonstrate solutions, and sharing and receiving feedback. With the integration
of design, STEM education has the potential to support students in learning big
ideas in science and engineering, as well as important scientific and engineering
practices, and support students in developing important motivational outcomes
such as ownership, agency and efficacy. Moreover, students who engage in STEM
learning environments will also develop 21st century capabilities such as problem
solving, communication, and collaboration skills.
As with television and computers before it, today's mobile technology challenges educators to respond and ensure their work is relevant to students. What's changed is that this portable, cross-contextual way of engaging with the world is driving a more proactive approach to learning on the part of young people. The first full-length authored treatment of the relationship between the centrality of technological development in daily life and its potential as a means of education, Mobile Learning charts the rapid emergence of new forms of mass communication and their potential for gathering, shaping, and analyzing information, studying their transformative capability and learning potential in the contexts of school and socio-cultural change. The focus is on mobile/cell phones, PDAs, and to a lesser extent gaming devices and music players, not as "the next new thing" but meaningfully integrated into education, without objectifying the devices or technology itself. And the book fully grounds readers by offering theoretical and conceptual models, an analytical framework for understanding the issues, recommendations for specialized resources, and practical examples of mobile learning in formal as well as informal educational settings, particularly with at-risk students. Among the topics covered: Core issues in mobile learning Mobile devices as educational resources Socioeconomic approaches to mobile learning Creating situations that promote mobile learning Ubiquitous mobility and its implications for pedagogy Bridging the digital divide at the policy level Mobile Learning is a groundbreaking volume, sure to stimulate both discussion and innovation among educational professionals interested in technology in the context of teaching and learning. © Springer Science+Business Media, LLC 2010. All rights reserved.
Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993–2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed.
The use of mobile technologies in learning has attracted much attention from researchers and educators in the past decade. However, the impacts of mobile learning on students' learning performance are still unclear. In particular, some schoolteachers still doubt the effectiveness of using such new technologies in school settings. In this study, a survey has been conducted by reviewing the 2008-2012 publications in seven well-recognised Social Science Citation Index (SSCI) journals of technology-enhanced learning to investigate the applications and impacts of mobile technology-enhanced learning. It is found that mobile learning is promising in improving students' learning achievements, motivations and interests. In addition, from the survey, it is found that smartphones and tablet PCs have gradually become widely adopted mobile learning devices in recent years, which could affect the adoption of sensing technologies in the future. Accordingly, several open issues of mobile learning are addressed.
As faculty, our goals for students are often tacit, hidden not only from students but from ourselves as well. We present a conceptual framework for considering teaching goals – what we want our students to achieve – that encourages us to think more broadly about what we mean by achieving in our knowledge domains. This framework includes declarative knowledge (“knowing that”), procedural knowledge (“knowing how”), schematic knowledge (“knowing why”) and strategic knowledge (“knowing when, where and how our knowledge applies”). We link the framework to a variety of assessment methods and focus on assessing the structure of declarative knowledge – knowledge structure. From prior research, we know that experts and knowledgeable students have extensive, well-structured, declarative knowledge; not so novices. We then present two different techniques for assessing knowledge structure – cognitive and concept maps, and a combination of the two – and provide evidence on their technical quality. We show that these maps provide a window into the structure of students declarative knowledge not otherwise tapped by typical pencil-and-paper tests. These maps provide us with new teaching goals and new evidence on student learning.
Report of a workshop by the Kaleidoscope Network of Excellence Mobile Learning Initiative.
The purpose of this study was to examine the impact of mobile learning among young learners. Specifically, we investigated whether the use of mobile devices for data collection during field trips outside the classroom could enhance fourth graders’ learning about the parts of the flower and their functions, flower pollinators and the process of pollination/fertilization, and the interrelationship between animals and plants, more than students’ use of traditional means of data collection. For this purpose, we designed a pre–post experimental design study with two conditions: one in which participants used a mobile device for data collection and another using traditional means (e.g. sketching and note-taking). The sample comprised 48 fourth graders (24 in each condition), who studied the flower, its parts, and their functions. A conceptual test was administered to assess students’ understanding before and after instruction. Moreover, the students’ science notebooks and accompanying artifacts were used as a data source for examining students’ progress during the study's intervention. The conceptual test and notebook data were analyzed statistically, whereas we used open coding for the artifacts. Findings revealed that using mobile devices for data collection enhanced students’ conceptual understanding more than using traditional means of data collection.
You know that George W. Bush is the U.S. president, but you know how to ride a bicycle. What's the difference? According to intellectualists, not much: either knowing how to do something is a matter of knowing that something is the case or, at the very least, know-how requires a prior bit of theoretical knowledge. Anti-intellectualists deny this order of priority: either knowing-how and knowing-that are independent or, at the very least, knowing that something is the case requires a prior bit of know-how. Much of the dispute centers on the relationship between knowing how to do something and having an ability to do it. If having an ability is necessary and sufficient for knowing-how, this is thought to provide comfort for anti-intellectualists. This paper traces the place of ability in the know-how/know-that debate from Ryle's seminal statement of anti-intellectualism through Stanley and Williamson's more recent defense of intellectualism.
This study emphasizes the relationship of perception to thinking and explains direct teaching of thinking. Without clarity of seeing and creativity, perception is shown to become narrow patterning. The Cognitive Research Trust program is recommended for teaching thinking skills using transferable thinking "tools." Self-images of students are enhanced by this program. (PB)
The interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences is the definitive introduction to this innovative approach to teaching, learning, and educational technology. This dramatically revised second edition incorporates the latest research in the field, includes twenty new chapters on emerging areas of interest, and features contributors who reflect the increasingly international nature of the learning sciences. The authors address the best ways to design educational software, prepare effective teachers, organize classrooms, and use the internet to enhance student learning. They illustrate the importance of creating productive learning environments both inside and outside school, including after-school clubs, libraries, museums, and online learning environments. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, educational technology designers, and policy makers on a global scale.
Contextual Challenges for the Next Generation
- J Traxler
- A Kukulska-Hulme