Abstract
We agree with the voices that propose a reappraisal of the role of information technology-based research tools in students’ development of scientific literacy (van Eijck & Roth, 2007). Van Eijck and Roth argue for “curricula in which the application of IT based research tools nurtures the development of scientific literacy” (2007, p. 235). This argument is along the same lines as many other testimonials to the failure of the promising regeneration of science education using Information and Communication Technologies ICT.
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Plakitsi, K. (2013). Rethinking the Role of Information and Communication Technologies (ICT) in Science Education. In: Plakitsi, K. (eds) Activity Theory in Formal and Informal Science Education. Cultural and Historical Perspectives on Science Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-317-4_4
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DOI: https://doi.org/10.1007/978-94-6091-317-4_4
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