REFINING THE ROLE OF THE SCIENCE TEACHER IN THE IT EPOQUE
Journal Title: Problems of Education in the 21st Century - Year 2008, Vol 9, Issue 11
Abstract
The use of computer-based educational tools is increasing fast and it can be predicted to become extensive or even dominant for a number of functions. On the other hand, there are functions that can never be replaced by multimedia tools, and can only pertain to a teacher. In the case of science education, these functions relate to the building of the perception of what science is and how it proceeds, to the stimulation of fundamental curiosity attitudes, to the development of logical reasoning (including inherent language-of-science aspects). This implies a refining of the role of the science teacher to emphasize these functions and interface and balance them with the functions that are increasingly delegated to computer-based options. The paper includes reflections on the features of this “refining”, substantiated by the consideration/analysis of concrete examples from current classroom practices and from diagnosed students’ difficulties specifically concerning the functions that are inherently human-pertaining. It is expected to contribute to the educational investigation for the design of approaches aimed at maximising both the benefits of computer-based tools and the fundamental roles of the science teacher.
Authors and Affiliations
Liliana Mammino
Keywords
Related Articles
- EP ID EP34598
- DOI -
- Views 363
- Downloads 0
CHALLENGES FACED IN IMPLEMENTING FREE PRIMARY EDUCATION FOR PASTORALISTS IN KENYA
Governments in Sub-Saharan Africa allocate between 5% and 25% of public expenditure budgets to education ministries, because education is seen, correctly, as a major contributor to human welfare, social and economic deve...
ACCESS AND BARRIERS TO EDUCATION: ATTITUDES AND PERCEPTIONS OF ETHNIC MINORITIES LIVING IN GEORGIA
The aim of this research is to analyse the attitudes and perceptions by Georgian Azeri and Armenian ethnic minorities about the accessibility and barriers to acquire an education. The research includes three types of e...
THEORETICAL EXPLANATION OF THE IMPLICATIONS OF COMPLEX SYSTEMS THEORY FOR TEACHING SCIENCE
The present study seeks to explain the implications of triple levels of the complex systems theory, as a theory about nature, science, and education, for teaching science. The study has been conducted within a philosop...
COLLECTIVE ACTION AND COLLECTIVE SCHEME IN THE MOBILIZATION OF LEARNING CHEMISTRY ACCORDING TO VERGNAUD’S THEORY OF CONCEPTUAL FIELDS
This research’s aim was to analyze the mobilization in learning chemistry promoted by the collective action of three entrant students in higher education courses, in a college located in Santo André. For such, cognitive...
PURPOSE AND FORM OF REALIZATION OF THE BLENDED LEARNING SYSTEM DURING CHEMISTRY ACADEMIC COURSES
In the academic year 2003/2004, the Department of Chemistry Didactics began modification of courses: ‘General Chemistry with the Elements of Physical Chemistry’ for the first year of biophysics and ‘Phase transitions i...