Tracing learning about astronomy during an ICT supported inquiry

Kathrin Otrel-Cass, Lars Domino Østergaard, Per Johnson, Jakob Krogh

Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearchpeer-review

Abstract

nquiry-based science education (IBSE) has been argued to prepare students for the modern world by opening up opportunities to query the natural and man-made world. Information communication technology (ICT) that allows more than collection of data and information but offers opportunities to collaborate, discuss and share information is claimed to aid this process.
However evidence to support such great expectations is still inconclusive. Assessment tools and the insights they may lend into students’ learning vary greatly and there is a danger they fail to persuade of the potential inquiry-based learning has to offer. In this presentation we examine the cases of two year 8 classes (14 year old students) who engaged in science inquiry in their science and English lessons and collaborated with a New Zealand class to explore the topic of astronomy.
To gain insight into the students’ developing ideas in astronomy we adopted a multilevel– multifaceted approach. Evidence of learning was collected at three different levels: immediate, close and proximal. We will highlight the insights we gained into students’ developing science inquiry skills and knowledge and explain how the different proximities of the assessment strategies used assisted this task.
Original languageEnglish
Title of host publication43rd Annual ASERA Conference : Promoting science education and science education research in all contexts and at all levels of education
EditorsDeborah Heck
Place of PublicationSippy Downs
PublisherUniversity of the Sunshine Coast, Sippy Downs, Queensland, Australia
Publication date2012
Pages68-69
Publication statusPublished - 2012
EventASERA - University of the Sunshine Coast, Sippy Downs, Queensland, Australia
Duration: 27 Jun 201230 Jun 2012
Conference number: 43rd

Conference

ConferenceASERA
Number43rd
LocationUniversity of the Sunshine Coast
CountryAustralia
CitySippy Downs, Queensland
Period27/06/201230/06/2012

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communication technology
information technology
learning
science
student
evidence
New Zealand
education

Cite this

Otrel-Cass, K., Østergaard, L. D., Johnson, P., & Krogh, J. (2012). Tracing learning about astronomy during an ICT supported inquiry. In D. Heck (Ed.), 43rd Annual ASERA Conference: Promoting science education and science education research in all contexts and at all levels of education (pp. 68-69). Sippy Downs: University of the Sunshine Coast, Sippy Downs, Queensland, Australia.
Otrel-Cass, Kathrin ; Østergaard, Lars Domino ; Johnson, Per ; Krogh, Jakob. / Tracing learning about astronomy during an ICT supported inquiry. 43rd Annual ASERA Conference: Promoting science education and science education research in all contexts and at all levels of education. editor / Deborah Heck. Sippy Downs : University of the Sunshine Coast, Sippy Downs, Queensland, Australia, 2012. pp. 68-69
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Otrel-Cass, K, Østergaard, LD, Johnson, P & Krogh, J 2012, Tracing learning about astronomy during an ICT supported inquiry. in D Heck (ed.), 43rd Annual ASERA Conference: Promoting science education and science education research in all contexts and at all levels of education. University of the Sunshine Coast, Sippy Downs, Queensland, Australia, Sippy Downs, pp. 68-69, Sippy Downs, Queensland, Australia, 27/06/2012.

Tracing learning about astronomy during an ICT supported inquiry. / Otrel-Cass, Kathrin; Østergaard, Lars Domino; Johnson, Per; Krogh, Jakob.

43rd Annual ASERA Conference: Promoting science education and science education research in all contexts and at all levels of education. ed. / Deborah Heck. Sippy Downs : University of the Sunshine Coast, Sippy Downs, Queensland, Australia, 2012. p. 68-69.

Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearchpeer-review

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AB - nquiry-based science education (IBSE) has been argued to prepare students for the modern world by opening up opportunities to query the natural and man-made world. Information communication technology (ICT) that allows more than collection of data and information but offers opportunities to collaborate, discuss and share information is claimed to aid this process.However evidence to support such great expectations is still inconclusive. Assessment tools and the insights they may lend into students’ learning vary greatly and there is a danger they fail to persuade of the potential inquiry-based learning has to offer. In this presentation we examine the cases of two year 8 classes (14 year old students) who engaged in science inquiry in their science and English lessons and collaborated with a New Zealand class to explore the topic of astronomy.To gain insight into the students’ developing ideas in astronomy we adopted a multilevel– multifaceted approach. Evidence of learning was collected at three different levels: immediate, close and proximal. We will highlight the insights we gained into students’ developing science inquiry skills and knowledge and explain how the different proximities of the assessment strategies used assisted this task.

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Otrel-Cass K, Østergaard LD, Johnson P, Krogh J. Tracing learning about astronomy during an ICT supported inquiry. In Heck D, editor, 43rd Annual ASERA Conference: Promoting science education and science education research in all contexts and at all levels of education. Sippy Downs: University of the Sunshine Coast, Sippy Downs, Queensland, Australia. 2012. p. 68-69