Affordances of ICT in science learning: implications for an integrated pedagogy

Abstract

This paper presents an analysis of how affordances of ICT‐rich environments identified from a recent review of the research literature can support students in learning science in schools within a proposed framework for pedagogical practice in science education. Furthermore other pedagogical and curriculum innovations in science education (promoting cognitive change, formative assessment and lifelong learning) are examined to see how they may be supported and enhanced by affordances of ICT‐rich environments. The affordances that I have identified support learning through four main effects: promoting cognitive acceleration; enabling a wider range of experience so that students can relate science to their own and other real‐world experiences; increasing students' self‐management; and facilitating data collection and presentation. ICT‐rich environments already provide a range of affordances that have been shown to enable learning of science but integrating these affordances with other pedagogical innovations provides even greater potential for enhancement of students' learning.

Acknowledgements

The author is indebted to Philip Adey, Margaret Cox and Deryn Watson for their thoughtful comments on earlier drafts. The final responsibility, however, for the content is the author's own.

Notes

* Department of Education and Professional Studies, King's College London, Franklin‐Wilkins Building, Waterloo Road, London SE1 9NN, UK. Email: [email protected].

Additional information

Notes on contributors

Mary E. Webb *

* Department of Education and Professional Studies, King's College London, Franklin‐Wilkins Building, Waterloo Road, London SE1 9NN, UK. Email: [email protected].