Abstract
The affordances of a new group of technologies commonly referred to as Web 2.0 align strongly with many of the aims for reform-based science education: positioning students centrally in the discourse of science, nurturing collaborative work among a community of learners, engaging in authentic practices with real audiences, supporting claims with evidence, and engaging in science in diverse and complementary ways. These social networking technologies such as blogging, wikis, and 3D virtual worlds prioritize collaboration, position users centrally as knowledge producers (not just consumers), and invite users to engage in developing arguments that easily link to and build on multimodal sources of support. Thus, these technologies hold potential for supporting science educators in engaging learners differently and thus offer the potential to meet many of the goals of reform-based, social constructivist science learning. Using New Media Literacies as a theoretical lens because of its focus on meaning-making, this chapter explores the potential of these tools to transform science education.
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Luehmann, A., Frink, J. (2012). Web 2.0 Technologies, New Media Literacies, and Science Education: Exploring the Potential to Transform. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_55
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DOI: https://doi.org/10.1007/978-1-4020-9041-7_55
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