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Search: WFRF:(Fauville Geraldine) > (2015-2019) > (2015)

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1.
  • Fauville, Geraldine, et al. (author)
  • Can Facebook be used to increase scientific literacy? A case study of the Monterey Bay Aquarium Research Institute Facebook page and ocean literacy
  • 2015
  • In: Computers and education. - : Elsevier BV. - 0360-1315. ; 82, s. 60-73
  • Journal article (peer-reviewed)abstract
    • The Internet provides a unique opportunity for scientists to be in direct contact with the public in order to promote citizens' scientific literacy. Recently, Internet users have started to spend most of their online time on social networking sites (SNS). Knowledge of how these SNSs work as an arena for interaction, as well as for the development of scientific literacy, is important to guide scientists' activities online, and to be able to understand how people develop knowledge of science. This was evaluated by scrutinizing the Facebook page of the Monterey Bay Aquarium Research Institute and the consequences for users' ocean literacy. We investigated which practices could increase the number of users reached by a Facebook story. We also found that Facebook pages do not offer the appropriate social context to foster participation since it has only a few of the features of an arena where such practices could develop.
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2.
  • Hakkarainen, Kai, et al. (author)
  • Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
  • 2015
  • In: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598
  • Conference paper (peer-reviewed)abstract
    • The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
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