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E-Science in the classroom - Towards viability
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E-Science in the classroom - Towards viability   (Citations: 5)
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Abstract E-Science has the potential to transform school science by enabling learners, teachers and research scientists to engage together in authentic scientific enquiry, collaboration and learning. However, if we are to reap the benefits of this potential as part of everyday teaching and learning, we need to explicitly think about and support the work required to set up and run e-Science experiences within any particular educational context. In this paper, we present a framework for identifying and describing the resources, tools and services necessary to move e-Science into the classroom together with examples of these. This framework,is derived from previous experiences conducting,educational,e-Science projects and systematic anal- ysis of the categories of ‘hidden work’ needed to run these projects. The articulation of resources, tools and services based on these categories provides,a starting point for more,methodical,design and deployment,of future educational,e-Science projects, reflection on which can also help further develop the framework. It also points to the technological infrastructure from which,such tools and services could be built. As such it provides,an agenda,of work,to develop,both processes and technologies that would make it practical for teachers to deliver active, and collaborative e-Science learning experiences on a larger scale within and across schools. Routine school e-Science will only be possible if such support is specified, imple- mented,and made,available to teachers within their work,contexts in an appropriate,and,usable form. 2007 Elsevier Ltd. All rights reserved. Keywords: Cooperative/collaborative learning; Distributed learning environments; Improving classroom,teaching; Learning communities;
Journal: Computers & Education , vol. 50, no. 2, pp. 535-546, 2008
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    • ...The importance of new scientific practices in education and student learning has been generally well acknowledged (e.g., Borgman et al., 2008; CRA, 2005; Underwood et al., 2008) – but admittedly this has received less attention in the Australian educational context...

    Lina Markauskaite. Digital media, technologies and scholarship: Some shapes of eResearch ...

    • ...As pre-college students continue to receive increased exposure in educational e-Science, new college students are increasingly comfortable learning science virtually (Underwood et al., 2008)...

    RICHARD J. STUMPF, et al. Learning Desert Geomorphology Virtually versus in the Field

    • ...This could be through guidelines or technology toolkits (Underwood et al., 2008; Woodgate & Stanton Fraser, 2006)...
    • ...2. The final phase, and longer term objective, works towards the identification of generalisable tasks or technology packages from the whole experience, combined with data from experiences others create, that can be better supported by a suite of computational or other support services for teachers, technicians, scientists and others or the development of technology toolkits for the classroom (Underwood et al., 2008) to assist further ...

    Hilary Smith, et al. Classroom e-Science: Exposing the Work to Make it Work

    • ...Our initial work in educational e-Science [2],[3],[4] explored the use of technology to support novel collaborations between remote participants, such as learners in different schools or learners and teachers working with remote science experts around scientific enquiry activities...

    Joshua Underwood, et al. Reflections on Participatory Science for TELSci2.0

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