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Author Ng, Wan
Title Empowering Scientific Literacy through Digital Literacy and Multiliteracies
Imprint Hauppauge : Nova Science Publishers, Incorporated, 2012
©2012
book jacket
Descript 1 online resource (214 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Series Education in a Competitive and Globalizing World
Education in a Competitive and Globalizing World
Note Intro -- EMPOWERING SCIENTIFIC LITERACY THROUGH DIGITAL LITERACY AND MULTILITERACIES -- EMPOWERING SCIENTIFIC LITERACY THROUGH DIGITAL LITERACY AND MULTILITERACIES -- LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA -- CONTENTS -- PREFACE -- ACKNOWLEDGMENTS -- Chapter 1 INTRODUCTION -- PREAMBLE -- WHY STUDY SCIENCE? -- SCIENTIFIC LITERACY -- ISSUES IN SCIENCE EDUCATION -- ENGAGING YOUNG PEOPLE TO DEVELOP SCIENTIFIC LITERACY WITH DIGITAL TECHNOLOGIES -- CHAPTERS IN THIS BOOK -- Chapter 2 SCIENTIFIC LITERACY -- INTRODUCTION -- SCIENTIFIC LITERACY -- OTHER DIMENSIONS OF SCIENTIFIC LITERACY -- FRAMEWORKS OF SCIENTIFIC LITERACY -- THE COMPLEXITY OF DEFINING SCIENTIFIC LITERACY -- INFORMAL SCIENTIFIC LITERACY DEVELOPMENT -- Informal and Non-Formal Education of Science -- Self-Directed and Lifelong Learning -- CONCLUSION -- Chapter 3 DIGITAL LITERACY: A GENERAL PERSPECTIVE -- INTRODUCTION -- YOUNG PEOPLE OF TODAY -- DIGITAL TECHNOLOGIES -- DIGITAL LITERACY -- CONCEPTUAL FRAMEWORK UNDERPINNING DIGITAL LITERACY -- 1. Technical Dimension of Digital Literacy: Technical and Functional Skills -- 2. Cognitive Dimension of Digital Literacy: Critical Thinking and Evaluative Skills -- Search and Assess Information on the Web -- 3. Social-Emotional Dimension of Digital Literacy: Social and Cybersafety Skills -- THE MULTIPLE LITERACY DIMENSIONS OF DIGITAL LITERACY -- Critical Literacy -- DEVELOPING DIGITAL LITERACY -- CONCLUSION -- Chapter 4 MULTILITERACIES: MULTIMODAL MEANS OF SUPPORTING SCIENCE LITERACY -- INTRODUCTION -- MULTIPLE LITERACIES, MULTILITERACIES AND NEW LITERACIES -- MULTILITERACIES: MULTIMODALITY IN SUPPORT OF SCIENTIFIC LITERACY DEVELOPMENT -- Modes of Representation -- ICT-Enabled Modes of Representations in Science -- Multiple Representations -- Example 1- Changes of States of Solids, Liquids and Gases
Example 2 - Photosynthesis and Respiration -- CONCLUSION -- Chapter 5 A FRAMEWORK FOR EMPOWERING SCIENTIFIC LITERACY THROUGH DIGITAL LITERACY AND MULTILITERACIES -- INTRODUCTION -- Digital Literacy Empowering Science Learning -- ICT-ENABLED AFFORDANCES IN SCIENCE EDUCATION -- Increasing Motivation -- Providing Highly Interactive Experiences and Rich Feedback to Promote Scientific Literacy Development -- Learning with Mobile Devices: Interactive Experiences in Situated Learning -- Content Creation: Tools to Demonstrate What Has Been Learned -- Tools for Communication, Collaboration and Sharing -- DIGITAL LITERACY LESSENS THE WORKING MEMORY'S COGNITIVE LOAD WHILE LEARNING SCIENCE WITH ICT RESOURCES -- COGNITIVE LOAD THEORY -- FRAMEWORK FOR EMPOWERING THE DEVELOPMENT OF SCIENTIFIC LITERACY THROUGH DIGITAL LITERACY AND MULTILITERACIES -- CONCLUSION -- Chapter 6 MULTIMODAL-SUPPORTED SCIENCE LEARNING: EXAMPLES OF PEDAGOGY -- INTRODUCTION -- ICT-ENABLED MULTIMODAL MEANS OF DEVELOPING SCIENTIFIC LITERACY -- Demonstrating and Communicating Science Understanding through ICT -- Developing Scientific Literacy through Collaborative Work in Online Environments -- Webquests -- Collaborative Learning Using Web 2.0 Technologies -- LEARNING THEORIES THAT UNDERPIN THE DEVELOPMENT OF SCIENTIFIC LITERACY IN DIGITALLY ENHANCE LEARNING ENVIRONMENT -- Social-Constructivism -- Connectivism -- Constructionism -- EXAMPLES OF PEDAGOGY OF MULTIMODAL-SUPPORTED SCIENCE LEARNING -- Example 1. Multimodal Representations with Handheld Computers -- Pulse Rate Data Collection and Finding Averages -- Modes of Representation in Comparing Pulse Rates The t -- Example 2. Converting Text to Visual by Mapping Online Collaborative Dialogues into Concept Maps -- Example 3. Promoting Multiliteracies and Self-Directed Learning: A Teacher's Pedagogy Using Onenote
Example 4. Cross Curriculum Perspective: Aboriginal and Torres Strait Islander Education -- CONCLUSION -- APPENDIX I -- Investigating the Heart and Pulse Rates (Ng and Anastopoulou, 2011, P. 297 - 298) -- APPENDIX II -- Space Exploration: The Ethics A -- Chapter 7 IMPLICATIONS FOR TEACHERS IN INTEGRATING DIGITAL TECHNOLOGIES IN SCIENCE TEACHING AND LEARNING -- INTRODUCTION -- ISSUES WITH ICT INTEGRATION IN EDUCATION -- EQUIPPING TEACHERS WITH DIGITAL LITERACY -- SCIENCE TEACHERS' ICT PROFESSIONAL LEARNING -- TEACHING SCIENCE -- Probing with Digital Technologies -- ICT INTEGRATION MODEL FOR SCIENCE TEACHERS -- Assess the Teacher's Own Content Knowledge, Strategies to Engage Students with and His/Her Digital Literacy Proficiency in Using Identified Technologies -- Decide on Learning Objectives and Assessment -- Design Integration Strategies -- Determine Relative Advantage -- Prepare the Instructional Environment, Including Planning the Time and Small Tasks to Develop Students' Digital Literacy Proficiency in Using Identified Technologies to Learn the Topic -- Evaluate and Revise Integration Strategies -- CONCLUSION -- APPENDIX I -- APPENDIX II -- Outline of Objectives, Activities and Suggested Assessments for the Topic of Nanotechnology (Adapted from Ng, 2009) -- Objectives 1: Probe for Prior Knowledge and Misconceptions and 2: Introduce Nanotechnology with an Aim to Motivate and Interest -- Activities -- Probe -- Assessment -- Objective 3: Enable Students to Have a Sense of the Smallness of 'Nano' -- Activities -- Assessment -- Objective 4: Enable Students to Understand Property Changes wth Size and Structure -- Activities -- Assessment -- Objective 5: Enable Students to Know About the Development of Instrumentations (Microscopy) in Advancing Research -- Activities -- Assessment
Objective 6: Enable Students to Have a Historical View of the Development of Nanotechnology and to See the Human Side of Nanotechnology -- Activities -- Assessment -- Objective 7: Enable Students to Understand About the Applications of Nanotechnology in Their Everyday Lives -- Activities -- Assessment -- Objective 8: Enable Students to Explore, Debate and Understand the Ethical and Social Issues Related to Nanotechnology Developmen -- Activities -- Assessment -- Chapter 8 LOOKING FORWARD -- INTRODUCTION -- IMPLICATIONS OF DIGITAL LITERACY FOR SCIENCE LEARNING AND TEACHING -- CHANGING TEACHER-STUDENT POWER RELATIONSHIP -- DEVELOPING TRENDS IN EDUCATION -- Advancement of Technologies -- Cloud Computing -- Learning Spaces -- One-to-One Computing and Ubiquitous Learning -- CONCLUSION -- REFERENCES -- ABOUT THE AUTHOR -- INDEX
Description based on publisher supplied metadata and other sources
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2020. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Link Print version: Ng, Wan Empowering Scientific Literacy through Digital Literacy and Multiliteracies Hauppauge : Nova Science Publishers, Incorporated,c2012 9781621007685
Subject Science -- Study and teaching.;Technological literacy.;Science -- Methodology
Electronic books
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