Developing Primary school students’ ability to explain phenomena scientifically using digital scenarios


Eleni Papoutsi
Ioannis Lefkos
Maria Mitsiaki
Abstract

Τhe present work is α part of a wider research that concerns the investigation of the development of scientific literacy of 6th grade Primary School students through the application of inquiry-based learning digital scenarios. It was investigated whether the students of improved their ability to explain phenomena scientifically after taking part in an intervention concerning "Electromagnetism", using digital scenarios that were developed and implemented with a special focus on the features of scientific language. Our results show that the students of the experimental group presented a greater improvement in their explanations of scientific phenomena as compared to the students of the control group, who were taught the same topic without any focus on scientific language. This conclusion can be useful to teachers for planning and choosing their teaching method and the enrichment of their learning goals.

Article Details
  • Section
  • 8. APPLICATIONS OF ICT IN THE TEACHING OF SCIENCE AND TECHNOLOGY
Downloads
References
Λεύκος, Ι. & Μητσιάκη, Μ. (2020). Διαβαθμιζόμενοι ορισμοί των εννοιών στις Φυσικές Επιστήμες: η παιδαγωγική προσέγγιση του Ε.ΛΕ.ΦΥ.Σ. Στο Α. Σπύρτου, Π. Παπαδοπούλου, Α. Ζουπίδης, Γ. Μαλανδράκης, & Π. Καριώτογλου (επιμ.), Πρακτικά του 11ου Πανελληνίου Συνεδρίου της Διδακτικής των Φυσικών Επιστημών και Νέων Τεχνολογιών στην Εκπαίδευση (σελ. 537-542). ΠΤΔΕ – Πανεπιστήμιο Δυτικής Μακεδονίας.
Ψύλλος, Δ.(2021) Διδακτική Φυσικών επιστημών και Ψηφιακές Τεχνολογίες: Όψεις και Μετασχηματισμοί, Έρευνα για την Εκπαίδευση στις Φυσικές Επιστήμες και την Τεχνολογία, ΕΝΕΦΕΤ, τομ.1, Αρ.1, 191-212
Lemke, J. L. (1998, October). Teaching all the languages of science: Words, symbols, images, and actions. Paper presented at Conference on Science Education in Barcelona. Retrieved from
Lewis, E. L., & Linn, M. C. (1994). Heat energy and temperature concepts of adolescents, adults, and experts: Implications for curricular improvements. JRST, 31(6), 657–677.
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003