Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/30904
Title: Learning science with ICT - developing a pedagogy of successful practice
Authors: Rogers, Laurence
Award date: 2005
Presented at: University of Leicester
Abstract: The oeuvre which I present spans a period of time during which the use of ICT in science education has been transformed from a technical teaching aid into a major genre of activity on a national and international scale. My contribution to this change has been as a researcher, teacher trainer, software author and electronics designer. Such a combination of roles has made my approach multidisciplinary, creating a unique partnership between research, pedagogy and technical development. The fruits of my work have influenced practice directly in science departments in secondary schools through the publication of articles, chapters and a book, and especially through the dissemination of original curriculum materials, hardware tools and the Insight suite of software. Embedded in these tools are my understandings of the new context for learning science, rooted in constructivism and derived from professional experience, classroom research studies and research literature. My aim throughout has been to promote ideas which will help the science education community gain a vision of the full potential of ICT. It will be shown that my activities in each of three strands, research, literature study and curriculum development, have been interconnected at many stages such that advances in one strand have prompted progress in another in a stepwise fashion. Thus, my curriculum developments have provided the tools for study, my evaluative field research has provided insights for refining the tools and of new opportunities for their use, research literature has deepened my understanding of the issues and has identified criteria for the design of the curriculum tools and for research methodology. In total, this process itself has exemplified a constructivist development and is reflected in the portfolio items which begin with practitioner articles and graduate to papers linking research findings to theoretical arguments.
Links: http://hdl.handle.net/2381/30904
Type: Thesis
Level: Doctoral
Qualification: PhD
Rights: Copyright © the author. All rights reserved.
Appears in Collections:Theses, School of Education
Leicester Theses

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