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Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students’ Situational Interest and Participation in Learning Communication

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Abstract

The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students’ lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad.

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  1. Danish School of Education, Aarhus University, Niels Juels Gade 84, DK-8200, Aarhus N, Denmark

    Niels Bonderup Dohn

  2. Department of Design and Communication, University of Southern Denmark, Universitetsparken 1, Room 41.50, DK-6000, Kolding, Denmark

    Nina Bonderup Dohn

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Dohn, N.B., Dohn, N.B. Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students’ Situational Interest and Participation in Learning Communication. Res Sci Educ 47, 1305–1329 (2017). https://doi.org/10.1007/s11165-016-9549-3

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