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ICT tools in environmental education: reviewing two newcomers to schools

Fauville, Geraldine, (författare)
Göteborgs universitet, Institutionen för biologi och miljövetenskap, Gothenburg University, Department of Biological and Environmental Sciences
Lantz-Andersson, Annika, 1961- (författare)
Göteborgs universitet, Institutionen för pedagogik, kommunikation och lärande, Linnécentret for forskning om lärande (LinCS), Gothenburg University, Department of Education, Communication and Learning, The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Säljö, Roger, 1948- (författare)
Göteborgs universitet, Institutionen för pedagogik, kommunikation och lärande, Linnécentret for forskning om lärande (LinCS), Gothenburg University, Department of Education, Communication and Learning, The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Göteborgs universitet Naturvetenskapliga fakulteten. Institutionen för biologi och miljövetenskap. 
Göteborgs universitet Utbildningsvetenskapliga fakulteten. Institutionen för pedagogik, kommunikation och lärande. 
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Göteborgs universitet Utbildningsvetenskapliga fakulteten. Linnécentret for forskning om lärande (LinCS). 
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2014
Engelska.
Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871. ; 20:2, s. 248-283
  • Tidskriftsartikel (refereegranskat)
Abstract Ämnesord
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  • United Nations of Education Scientific and Cultural Organisation’s (UNESCO’s) founding statements about environmental education (EE) in the 1970s positioned it as a multidisciplinary field of inquiry. When enacted as such, it challenges traditional ways of organising secondary school education by academic subject areas. Equally, according to UNESCO, EE requires various forms of integrated and project-based teaching and learning approaches. These can involve hands-on experimentation alongside the retrieval and critical analysis of information from diverse sources and perspectives, and with different qualities and statuses. Multidisciplinary and knowledge engagement challenges are key considerations for an EE curriculum designed to harness information and communication technologies (ICT) to support and enhance student learning, which also challenge traditional instructional priorities that for example are largely based on textbooks. This review summarises research that has sought to integrate ICT and digital tools in EE. A key finding is that while there is a rich variety of such tools and applications available, there is far less research on their fit with and implications for student learning. The review calls for further studies that will provide models of productive forms of teaching and learning that harness ICT resources, particularly in developing the goals and methodologies of EE in the twenty-first century.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)
SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)
SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

Nyckelord

environtmental education
digital tools in environmental education
learning
ICT in classrooms

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