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A Mature Examination of Juvenile Technologies in Science Education
Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education. (UmSER)ORCID iD: 0000-0002-7688-651X
IPN Leibniz Institute for Science and Mathematics Education, Kiel university, Germany.
2019 (English)In: ESERA 2019, 2019Conference paper, Oral presentation only (Refereed)
Abstract [en]

The Digital Era has influenced education for quite some time, and after the hype that technology is “everything”, digitalisation of education needs to be scrutinised in a sensible and mature way. In several countries, a top-down approach from politicians and stakeholders state that digital tools must be implemented to improve students’ learning. Since there are several available types of digital tools, often developed by people with explicit competence in technology and perhaps not a chemistry competence, we find it important to explore and examine how these tools are helpful for students in their learning processes. In this symposium, we want to discuss how juvenile technologies influence students’ cognitive and affective learning and which aspects an implementation of these technologies need to take into account in order to enhance students’ learning.

Place, publisher, year, edition, pages
2019.
National Category
Didactics
Research subject
didactics of chemistry
Identifiers
URN: urn:nbn:se:umu:diva-162783OAI: oai:DiVA.org:umu-162783DiVA, id: diva2:1346482
Conference
2019 ESERA conference in Bologna, Italy, August 26-30, 2019
Available from: 2019-08-28 Created: 2019-08-28 Last updated: 2019-09-06Bibliographically approved

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https://www.esera2019.orghttps://www.esera2019.org/wp-content/uploads/2019/08/Programme-Esera.pdf

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CiteExportLink to record
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Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf