Using blended learning and out-of-school visits: pedagogies for effective science teaching in the twenty-first century. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Coll, Sandhya Devi; Coll, Richard Kevin
• Is Part Of: Research in science & technological education. Volume 36:Issue 2(2018)
• Page Start: 185
• Page End: 204
• Publication Date: 2018-04-03
• Subjects: Learning experiences outside school (LEOS) -- using informal science institutions (ISI) -- blended learning -- new media literacies (NML) -- multimodality; Science -- Study and teaching -- Periodicals; Science -- Study and teaching -- Research -- Periodicals; Enseignement technique -- Périodiques; Sciences -- Étude et enseignement -- Périodiques; 507
• DOI: 10.1080/02635143.2017.1393658
• Languages: English
• ISSNs: 0263-5143

Abstract

Abstract: Background : Recent research and curriculum reforms have indicated the need for diversifying teaching approaches by drawing upon student interest and engagement in ways which makes learning science meaningful.Purpose : This study examines the integration of informal/free choice learning which occurred during learning experiences outside school (LEOS) with classroom learning using digital technologies. Specifically, the digital technologies comprised a learning management system (LMS), Moodle, which fits well with students' lived experiences and their digital world.Design and Method : This study examines three out-of-school visits to Informal Science Institutes (ISI) using a digitally integrated fieldtrip inventory (DIFI) Model. Research questions were analysed using thematic approach emerging along with semi-structured interviews, before, during and after the visit, and assessing students' learning experiences. Data comprised photographs, field notes, and unobtrusive observations of the classroom, wiki postings, student work books and teacher planning diaries.Results : We argue, that pre- and post-visit planning using the DIFI Model is more likely to engage learners, and the use of a digital learning platform was even more likely to encourage collaborative learning. The conclusion can also be drawn that students' level of motivation for collaborative learning positively correlates with their improvement in academic achievement.