Abstract
Science education has experienced significant changes since the mid-20th century, most recently with the creation of STEM curricula (DeBoer 1991; Yager 2000). The emergence of the World Wide Web as a tool in research and discovery offers Pre-K-12 science education an opportunity to share information and perspectives which engage students with the scientific community (Zoller 2011). Students are able to access open, transparent sites creating common resources pools and autonomous working groups which can be used for shared problem solving. Science teachers should carefully build web 2.0 technology into their practice based on a changing pedagogy. Instead of focusing on teaching rule-based concepts and processes in which the teacher’s role is that of expert, education should be focusing on possibilities of the web both in scientific research and understanding. In addition, web-focused education can also help remake scientific product as a public good in the lives of both science researchers and science consumers.
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Notes
In spite of original perspectives about global warming of the founders and funding sources of this site, the Open Source nature of the project caused the evolving community to take on a life of its own.
The benefit of having a class change or even initiate a Wikipedia entry could be extraordinary, where vicarious learning evolves into direct experiential learning—especially if the entry was a combination of local knowledge and web-based research.
Giving even well-trained students limited value in a future marketplace.
The children worked in groups at internet stations placed in holes in the wall.
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Karno, D., Glassman, M. Science as a Web of Trails: Redesigning Science Education with the Tools of the Present to Meet the Needs of the Future. J Sci Educ Technol 22, 927–933 (2013). https://doi.org/10.1007/s10956-013-9439-7
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DOI: https://doi.org/10.1007/s10956-013-9439-7