Archive / Volume 5, Issue 3, July 2015

Motivational Effect of Communication Technologies in Connectivist Science Education

Eva Trnova 1 *, Josef Trna 1

More Detail

Full Text (PDF)

Abstract

The paper presents our long-term research results of the motivational effect of communication technologies on connectivist technology in science education. Motivation of students is an essential prerequisite for effective science education. Fast development in communication technologies strongly influences science education. The pedagogical theory of connectivism founded by Siemens was born as a response to the rapid development of information and communication technologies. Thus a need occurred to examine these connectivist influences on science and technology education. This study presents a research which focused on identification of motivational connectivist factors and determination of their influence on science education. We implement our motivational connectivist educational methods and tools into science teaching/learning and teachers training. We created collaborative action research based on ICT as a new motivational connectivist teaching/learning method. The main research method used in this study is design-based research. Practical examples are given.

Keywords

action research based on ICT communication connectivism motivation science education

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ojcmt/2519

Online Journal of Communication and Media Technologies, Volume 5, Issue 3, pp. 107-119

Published Online: 15 Jul 2015

Article Views: 632

Article Downloads: 368

Open Access References How to Cite This Article

References

  • American Association for the Advancement of Science. (1989). Science for all Americans. Washington D. C.: AAAS.
  • Downes, S. (2005, December 12). An introduction to connective knowledge. Retrieved March 12, 2013, from http://www.downes.ca/cgi-bin/page.cgi?post=33034
  • Downes, S. (2006). Learning networks and connective knowledge. Retrieved March 12, 2013, from http://it.coe.uga.edu/itforum/paper92/paper92.html
  • Hodson, D. (1988). Experiments in science and science teaching. Educational Philosophy and Theory, 20, 253– 66.
  • Järvinen, P. (2004). On Research Methods. Tampere, Finland: Opinpajan Kirja.
  • Kaiser Family Foundation, (2010). Generation M2: Media in the Lives of 8- to 18-Year-Olds. Retrieved March 12, 2013, from http://www.kff.org/entmedia/upload/8010.pdf
  • Manuel, K. (2002). Teaching Information Literacy to Generation Y. NY: Haworth Press.
  • Oblinger, D. &, Oblinger J. (2005). Educating the Net Generation. EDUCAUSE. Retrieved March 12, 2013, from http://www.educause.edu/educatingthenetgen/
  • Online Computer Library Center. (2002). How Academic Librarians Can Influence Students’ Web-Based Information Choices. OCLC white paper on the information habits of college students. Retrieved March 12, 2013, from http://www5.oclc.org/downloads/community/informationhabits.pdf
  • Prensky, M. (2009). H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wisdom. Innovate [online]. 2009, V, 3, [cit. 2011-08-28]. Retrieved March 12, 2013, from: http://innovateonline.info/pdf/vol5_issue3/H._Sapiens_Digital- __From_Digital_Immigrants_and_Digital_Natives_to_Digital_Wisdom.pdf
  • Reeves, T. C. (2006). Design research from the technology perspective. In Akker, J. V., Gravemeijer, K., McKenney, S., & Nieveen, N. (Eds.). Educational design research. (pp. 86-109). London, UK: Routledge.
  • Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Herniksson, H., & and Hemmo, V. (2007). Science Education NOW: A Renewed Pedagogy for the Future of Europe. Retrieved March 12, 2013, from http://ec.europa.eu/research/sciencesociety/document_library/pdf_06/report-rocard-on-science-education_en.pdf
  • Siemens, G. (2004). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning. Retrieved March 12, 2013, from http://www.itdl.org/Journal/Jan_05/article01.htm
  • Siemens G. (2005). Connectivism: A Learning Theory for the Digital Age. Elearnspace. Retrieved March 12, 2013, from http://www.elearnspace.org/Articles/connectivism.htm
  • Siemens, George. (2006, November 12). Connectivism: Learning Theory or Pastime for the Self-Amused. Elearnspace. Retrieved March 12, 2013, from http://www.elearnspace.org/Articles/connectivism_self-amused.htm
  • Tapscott, D. (1998). Growing Up Digital: The Rise of the Net Generation. NY: McGraw Hill.
  • Trna, J., Trnova, E. (2010). ICT-based collaborative action research in science education. In IMSCI'10. The 4th International Multi-Conference on Society, Cybernetics and Informatics. Proceedings. Volume I. (pp. 68-70). Orlando, USA: International Institute of Informatics and Systematics.