Science as a Web of Trails: Redesigning Science Education with the Tools of the Present to Meet the Needs of the Future |
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| Authors: | Donna Karno Michael Glassman |
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| Institution: | 1. Division of Elementary and Early Childhood Education, University of Maine at Farmington, 111 South Street, Farmington, ME, 04938, USA
2. Educational Psychology and Philosophy, The Ohio State University, 29 W. Woodruff Ave, Columbus, OH, 43210, USA
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| Abstract: | Science education has experienced significant changes since the mid-20th century, most recently with the creation of STEM curricula (DeBoer 1991; Yager 2000). The emergence of the World Wide Web as a tool in research and discovery offers Pre-K-12 science education an opportunity to share information and perspectives which engage students with the scientific community (Zoller 2011). Students are able to access open, transparent sites creating common resources pools and autonomous working groups which can be used for shared problem solving. Science teachers should carefully build web 2.0 technology into their practice based on a changing pedagogy. Instead of focusing on teaching rule-based concepts and processes in which the teacher’s role is that of expert, education should be focusing on possibilities of the web both in scientific research and understanding. In addition, web-focused education can also help remake scientific product as a public good in the lives of both science researchers and science consumers. |
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