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Science Education with and through ICT: Curriculum Design and Questioning to Promote Active Learning

Science Education with and through ICT: Curriculum Design and Questioning to Promote Active Learning

Francislê Neri de Souza
Copyright: © 2016 |Pages: 14
ISBN13: 9781466688032|ISBN10: 1466688033|EISBN13: 9781466688049
DOI: 10.4018/978-1-4666-8803-2.ch001
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MLA

Neri de Souza, Francislê. "Science Education with and through ICT: Curriculum Design and Questioning to Promote Active Learning." Handbook of Research on Applied E-Learning in Engineering and Architecture Education, edited by David Fonseca and Ernest Redondo, IGI Global, 2016, pp. 1-14. https://doi.org/10.4018/978-1-4666-8803-2.ch001

APA

Neri de Souza, F. (2016). Science Education with and through ICT: Curriculum Design and Questioning to Promote Active Learning. In D. Fonseca & E. Redondo (Eds.), Handbook of Research on Applied E-Learning in Engineering and Architecture Education (pp. 1-14). IGI Global. https://doi.org/10.4018/978-1-4666-8803-2.ch001

Chicago

Neri de Souza, Francislê. "Science Education with and through ICT: Curriculum Design and Questioning to Promote Active Learning." In Handbook of Research on Applied E-Learning in Engineering and Architecture Education, edited by David Fonseca and Ernest Redondo, 1-14. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-8803-2.ch001

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Abstract

One of the contemporary society characteristics is that the amount of information available to any individual is enormous, generating problems to manipulate, assess and take the best of this information. In this case, student need to be educated to evaluate it and have skills to construct personal knowledge, developing understandings not only about the content of science, but also its methods. One of the science education challenges issues is how to stimulate active learning and develop competences in ICT-rich environments. Due to the importance of questioning skills to promote active and reflexive learning and the few studies on questioning profiles in e-learning or b-learning contexts, we propose the development of curriculum design, as well as to discuss the adequate use of strategies that could be implemented to stimulate student and teacher questioning. This chapter has the intention to also continue a deep discussion about many aspects of the epistemology of questioning in these contexts.

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