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Teacher Support in Technology-Based Science Learning

Balancing Procedural and Conceptual Support in Students’ Learning Processes

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Educational Technology and Polycontextual Bridging

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Abstract

This chapter focuses on the support provided by a teacher in a setting where primary school students worked on a technology-based science project. This setting involved open-ended tasks to be solved through project work, peer collaboration, and the use of various information resources. In today’s schools, this type of instructional setting is quite common, which makes them interesting to study. From an early age, students are exposed to conceptual tasks that pose complex multidisciplinary problems, usually involving integration of relevant information by the use of multiple digital and non-digital resources.

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Authors
  1. Anniken Furberg
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  2. Jan A. Dolonen
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Editor information

Editors and Affiliations

  1. University of Oslo, Norway

    Eyvind Elstad

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Furberg, A., Dolonen, J.A. (2016). Teacher Support in Technology-Based Science Learning. In: Elstad, E. (eds) Educational Technology and Polycontextual Bridging. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-645-3_5

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  • DOI: https://doi.org/10.1007/978-94-6300-645-3_5

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-645-3

  • eBook Packages: EducationEducation (R0)

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