Inquiry-Based Learning in Computer Science Classroom

2019 ◽  
pp. 68-79
Author(s):  
Zuzana Tkáčová ◽  
Ľubomír Šnajder ◽  
Ján Guniš
Keyword(s):  
Computer Science ◽  
Science Classroom ◽  
Inquiry Based Learning

3D Multi-User Virtual Environments in Science Education

2015 ◽  
pp. 302-324 ◽  
Author(s):  
Yufeng Qian
Keyword(s):  
Science Education ◽  
Science Curriculum ◽  
Science Classroom ◽  
Future Research ◽  
Instructional Technologies ◽  
Inquiry Based Learning ◽  
Technological Complexity ◽  
Valid Assessment ◽  
Future Research Directions ◽  
Racial Achievement

The purpose of this chapter is to identify the potential and challenges in science education in the use of 3D MUVE science programs. These programs offer a number of instructional benefits in motivating and engaging students and in improving their science learning and scientific inquiry. 3D MUVE is a promising media in narrowing gender and racial achievement gaps and enabling an authentic and valid assessment of science education. Like all new instructional technologies, however, the wide use and implementation of 3D MUVE technology in mainstream science classroom is still facing a number of challenges, which are mainly related to technological complexity and cost, and design difficulty in incorporating some elements critical to inquiry-based learning into the 3D MUVE environment. To overcome these identified challenges and make optimal use of the opportunities, suggestions for integrating 3D MUVE into science curriculum and classroom are made and discussed, along with future research directions.

3D Multi-User Virtual Environments in Science Education

2015 ◽  
pp. 841-863
Author(s):  
Yufeng Qian
Keyword(s):  
Science Education ◽  
Science Curriculum ◽  
Science Classroom ◽  
Future Research ◽  
Instructional Technologies ◽  
Inquiry Based Learning ◽  
Technological Complexity ◽  
Valid Assessment ◽  
Future Research Directions ◽  
Racial Achievement

The purpose of this chapter is to identify the potential and challenges in science education in the use of 3D MUVE science programs. These programs offer a number of instructional benefits in motivating and engaging students and in improving their science learning and scientific inquiry. 3D MUVE is a promising media in narrowing gender and racial achievement gaps and enabling an authentic and valid assessment of science education. Like all new instructional technologies, however, the wide use and implementation of 3D MUVE technology in mainstream science classroom is still facing a number of challenges, which are mainly related to technological complexity and cost, and design difficulty in incorporating some elements critical to inquiry-based learning into the 3D MUVE environment. To overcome these identified challenges and make optimal use of the opportunities, suggestions for integrating 3D MUVE into science curriculum and classroom are made and discussed, along with future research directions.

Mobile Learning in a Large Blended Computer Science Classroom: System Function, Pedagogies, and Their Impact on Learning

2009 ◽  
Vol 52 (4) ◽  
pp. 538-546 ◽  
Author(s):  
Ruimin Shen ◽  
Minjuan Wang ◽  
Wanping Gao ◽  
Daniel Novak ◽  
Lin Tang
Keyword(s):  
Computer Science ◽  
Mobile Learning ◽  
Science Classroom ◽  
System Function

Integration of simulators in virtual 3D computer science classroom

2014 ◽  
Author(s):  
Irina Branovic ◽  
Ranko Popovic ◽  
Nenad Jovanovic ◽  
Roberto Giorgi ◽  
Bosko Nikolic ◽  
...  
Keyword(s):  
Computer Science ◽  
Science Classroom

scholarly journals Gender differences in learning styles: Nurturing a gender and style sensitive computer science classroom

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Wilfred Wing Fat Lau ◽  
Allan Hoi Kau Yuen
Keyword(s):  
Learning Styles ◽  
Computer Science ◽  
Learning Style ◽  
Computer Programming ◽  
Computer Anxiety ◽  
Science Classroom ◽  
Pedagogical Practices ◽  
Science Field ◽  
Gregorc Style Delineator ◽  
Number Of Factors

<span>The gender digital divide has been widely discussed and researched over the years. Previous studies have focused on a number of factors such as computer attitude, computer anxiety, computer self-efficacy, and computer experience. This study empirically tested the sensitivity of a learning style instrument, the </span><em>Gregorc Style Delineator</em><span> (GSD), to gender in a sample of students who studied computer programming in Hong Kong secondary schools. Results indicated that females had higher preference for concrete sequential (CS) and abstract random (AR) compared with males. Males had higher preference for concrete random (CR) than females. From these results, we proposed learning style-based pedagogical practices to teach computer programming. In order to address the needs of female students, we further proposed that learning style-based pedagogical practices need to move from a gender neutral to gender sensitive approach. This proposal helps to improve student learning through individualisation in pedagogy in terms of gender and learning styles and contributes to a gender and style sensitive computer science classroom. Eventually, through various remedial interventions, we anticipate more female participation in computer science field and hence the gender issue is addressed.</span>

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