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Web‐based technology in a constructivist community of learners
Author(s) -
Muire Nazarian Gilmer Chris, Mohammed J, Penny J
Publication year - 1999
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/1467-8535.00092
Subject(s) - web application , constructivist teaching methods , computer science , educational technology , world wide web , mathematics education , psychology , teaching method
Undergraduate and postgraduate students in chemistry, pre-medical sciences, and sci-ence education enroll in coursework which focuses on contextual learning experiencesin science through supervised research. A theoretical framework of constructivismguides the learning activities in this research community, linking to students’ priorexperiences and understandings within a real-life context. Three aspects that make this study different from traditional scientific research in a non-medical school settinginclude: • using contextual learning, grounded in constructivism, • developing a learning community of postgraduate students and undergraduatestudents in both the sciences and education, and• sharing medical knowledge learned through a world wide website.These studies also differ from the typical university instructional environments because students must autonomously search and make sense of information usingmany different sources. Science education majors work side by side with the sciencestudents, seeking ways to improve the teaching and learning of science in both thekindergarten–12th grade and post-secondary education sectors. The contextual learning course has three goals:• to help students develop a deeper understanding of the biochemistry of disease,• to provide relevant opportunities for students to learn about the dynamic nature ofscientific research, and share their learning on cancer and autoimmune diseases,and• to develop a collaborative learning community.