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Learning to reason in environmental education: Digital tools, access points to knowledge and science literacy


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Title: Learning to reason in environmental education: Digital tools, access points to knowledge and science literacy
Authors: Edstrand, Emma
E-mail: emma.edstrand@gu.se
Issue Date: 21-Dec-2016
University: Göteborgs universitet. Utbildningsvetenskapliga fakulteten
University of Gothenburg. Faculty of Education
Institution: Department of Education, Communication and Learning ; Institutionen för pedagogik, kommunikation och lärande
Parts of work: Study 1: Petersson, E., Lantz-Andersson, A., & Säljö, R. (2013). Exploring nature through virtual experimentation. Picking up concepts and modes of reasoning in regular classroom practices. Nordic Journal of Digital Literacy, 3(8), 139–156.

Study 2: Petersson, E., Lantz-Andersson, A., & Säljö, R. (2013). Virtual labs as context for learning—Continuities and contingencies in student activities. In E. Christiansen, L. Kuure, A. Mørch, & B. Lindström (Eds.), Problem-based learning for the 21st century. New practices and learning environments (pp. 161–189). Aalborg, Denmark: Aalborg University Press.

Study 3: Edstrand, E. (2015). Making the invisible visible: How students make use of carbon footprint calculator in environmental education. Learning, Media and Technology, 41(2), 416–436, DOI: 10.1080/17439884.2015.1032976.

Study 4: Edstrand, E., Lantz-Andersson, A., Säljö, R., & Mäkitalo, Å. (2016). Deciphering the anatomy of scientific argumentation: The emergence of science literacy. In O. Erstad, K. Kumpulainen, Å. Mäkitalo, K C. Schröder, P. Pruulmann-Vengerfeldt, & T. Jóhannsdóttir (Eds.), Learning across contexts in the knowledge society (pp. 39–60). Rotterdam, the Netherlands: Sense Publishers.
Date of Defence: 2017-01-27
Disputation: Fredagen den 27 januari 2017, kl. 13.00. Pedagogen, Göteborgs universitet, Hus B, Lokal: BE 036
Degree: Doctor of Philosophy
Publication type: Doctoral thesis
Series/Report no.: Gothenburg Studies in Educational Sciences
395
Keywords: Learning and digital tools
Digital tools and environmental education
Learning about climate change
Access points to scientific understanding
Science literacy
Science literacy and digital tools
Socioscientific issues
Inquiry learning
Sociocultural perspectives on learning
Abstract: Digital technologies and environmental education represent two rather new areas in school curricula. The background of the present research is an interest at the inter-section between how students learn about environmental issues (e.g., climate change) and the role digital technologies may play in such contexts. Thus, the aim is to investigate tool-mediated activities in environmental science education. The digital tools that are used in the instruction in this research are a virtual labor... more
ISBN: 978-91-7346-901-2 (print)
978-91-7346-902-9 (pdf)
ISSN: 0436-1121
URI: http://hdl.handle.net/2077/49509
Appears in Collections:Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Doctoral Theses / Doktorsavhandlingar Institutionen för pedagogik, kommunikation och lärande

 

 

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