Abstract
The project ParIS ( Partnership Industry and School) emphasizes the teaching of scientific literacy in problem-based learning scenarios in German science classes. In order to foster self-regulated learning and scientific literacy, a resource-based learning approach has been used for enhancing teaching and learning. Conventional lessons are supplemented by phases of project-based work, engaging students in self-regulated coping with everyday questions concerning science phenomena, using the Internet as a central learning resource. A spatial learning strategy (Mind Mapping) has been implemented for fostering both the management of knowledge and knowledge resources, as well as promoting the development of cognitive and meta-cognitive competencies. In order to support effective teaching and learning, the resource-based learning scenario has been embedded in a ‘cognitive apprenticeship’ approach. This paper describes the rationale for the design and implementation of ParIS in a 10th grade chemistry class at a German Waldorf school. Preliminary results of a pilot study focusing on the acceptance and usability of the instructional approach are outlined.
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Neumann, A., Gräber, W., Tergan, SO. (2005). ParIS – Visualizing Ideas and Information in a Resource-Based Learning Scenario. In: Tergan, SO., Keller, T. (eds) Knowledge and Information Visualization. Lecture Notes in Computer Science, vol 3426. Springer, Berlin, Heidelberg. https://doi.org/10.1007/11510154_14
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DOI: https://doi.org/10.1007/11510154_14
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