The role of ICTs in primary science education in developing a community of learners to enhance scientific literacy

Beverley Jane, Marilyn Fleer, John F Gipps

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Abstract

The purpose of this chapter is to show how information communication technologies (ICT) facilitated communication between primary pre-service teachers that enabled a 'community of learners' to develop children's scientific literacy. Cultural-historical theory was used to frame a study that sought to explicitly go beyond thinking as being individualistic, and to show how thinking can also be considered as a collective endeavour. In particular the study identifies how thinking forms part of a 'community of learners' both virtually and in reality within classrooms. The study was able to make visible child and pre-service teacher interactional sequences that brought together everyday concepts and scientific concepts to support concept formation in science. The study revealed the dialectical relations between everyday concepts and scientific concepts for moving from an interpsychological level to an intrapsychological level. The collective, rather than the individual orientation, made such a perspective possible. Importantly, the use of ICTs facilitated communication between members of the collective. © 2010, IGI Global.

Original languageEnglish
Title of host publicationMultiple Literacy and Science Education: ICTs in Formal and Informal Learning Environments
EditorsSusan Rodrigues
Place of PublicationUnited States
PublisherInformation Science Publishing
Pages103-122
Number of pages20
ISBN (Print)9781615206902
DOIs
Publication statusPublished - 2009

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