Towards a pedagogical model for science education: bridging educational contexts through a blended learning approach

José Bidarra, Ellen Rusman

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Abstract

This paper proposes a framework to support science education through blended learning, based on a participatory and interactive approach supported by ICT-based tools, called Science Learning Activities Model (SLAM). The study constitutes a work in progress and started as a response to complex societal developments such as a changing labour market, high turnover rate of knowledge, and use of technology as a natural part of daily life activities. Another concern was the emergence of new challenges in education, like learning in various authentic contexts and in collaboration with others, in ways that influence the circumstances learners live in. Many of these challenges are related to science and it would be expected that students were interested in science, however the contrary is the case. So, after reviewing the relevant literature and the current trend towards a learner-centred approach, we contend that there is a need to provide a model with which teachers can design science courses with high motivational impact on students. By using today’s flexible, interactive and immersive technologies (mobile, AR, VR) combined with the appropriate pedagogies, we believe it is possible to have students more motivated in science areas (STEM), and expect a more creative response to the world problems that surround them.
Original languageEnglish
Pages (from-to)6-20
Number of pages15
JournalOpen Learning: The Journal of Open, Distance and e-Learning
Volume32
Issue number1
Early online date21 Dec 2016
DOIs
Publication statusPublished - 2017
EventEADTU conference - Hagen, Germany
Duration: 29 Oct 201529 Oct 2015

Keywords

  • blended learning
  • STEM education
  • mobile learning
  • augmented reality
  • Pedagogical model
  • gamification
  • digital storytelling
  • formal and informal learning

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