Abstract
The research on the use of ICT in education shows that technology alone cannot be
seen as a catalyst for change (Higgins et al., 2012). The question about the pedagogical approach and teaching and learning practices with technology should come before the question about effects from using a specific technology (Hennessy et al.,2007). In the field of science education, it is, in particular, discussed how students
could learn from using digital artifacts in inquiry-based projects in real-life contexts
(Krajcik & Mun, 2014). The importance of their high-level use of ICT in modeling,
animating, and communicating about science phenomena are highlighted. Research
and science curricula across national contexts refer to students’ representational
competence (Waldrip & Prain, 2012) and the importance of their meta-modeling
knowledge (Schwarz et al., 2009; Oh & Oh, 2011). The digital artifacts must be
included in the process of generating, testing, and revising explanatory models if
students are expected to develop these competencies.
Furthermore, contemporary research emphasizes student-teacher and student-student exploratory dialogues when working with digital artifacts to help students
make sense of science phenomena (Mercer et al., 2019). Hence, the teachers’ role in
scaffolding (Hammond & Gibbons, 2005) student dialogues and demonstrating
strategies for handling the problems involved is crucial in inquiry-based approaches,
i.e., model-based inquiry (Kind et al., 2011; Windschitl et al., 2008).
The present chapter discusses the scaffolding and mediation of students’ inquiries and modeling
activities in science with the use of Augmented Reality (AR).
seen as a catalyst for change (Higgins et al., 2012). The question about the pedagogical approach and teaching and learning practices with technology should come before the question about effects from using a specific technology (Hennessy et al.,2007). In the field of science education, it is, in particular, discussed how students
could learn from using digital artifacts in inquiry-based projects in real-life contexts
(Krajcik & Mun, 2014). The importance of their high-level use of ICT in modeling,
animating, and communicating about science phenomena are highlighted. Research
and science curricula across national contexts refer to students’ representational
competence (Waldrip & Prain, 2012) and the importance of their meta-modeling
knowledge (Schwarz et al., 2009; Oh & Oh, 2011). The digital artifacts must be
included in the process of generating, testing, and revising explanatory models if
students are expected to develop these competencies.
Furthermore, contemporary research emphasizes student-teacher and student-student exploratory dialogues when working with digital artifacts to help students
make sense of science phenomena (Mercer et al., 2019). Hence, the teachers’ role in
scaffolding (Hammond & Gibbons, 2005) student dialogues and demonstrating
strategies for handling the problems involved is crucial in inquiry-based approaches,
i.e., model-based inquiry (Kind et al., 2011; Windschitl et al., 2008).
The present chapter discusses the scaffolding and mediation of students’ inquiries and modeling
activities in science with the use of Augmented Reality (AR).
| Original language | English |
|---|---|
| Title of host publication | Engaging with Contemporary Challenges through Science Education Research : Contributions from Science Education Research 9 |
| Editors | Olivia Levrini, Giulia Tasquier, Tamer G. Amin, Laura Branchetti, Mariana Levin |
| Number of pages | 11 |
| Place of Publication | Cham, Switzerland |
| Publisher | Springer |
| Publication date | 2021 |
| Pages | 279-289 |
| Chapter | 22 |
| ISBN (Print) | 978-3-030-74489-2 |
| ISBN (Electronic) | 978-3-030-74490-8 |
| Publication status | Published - 2021 |