ERIC Number: EJ1023621
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 8
Research and Teaching: WikiED--Using Web 2.0 Tools to Teach Content and Critical Thinking
Frisch, Jennifer K.; Jackson, Paula C.; Murray, Meg C.
Journal of College Science Teaching, v43 n1 p70-80 Sep 2013
WIKIed Biology is a National Science Foundation Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics interdisciplinary project in which the authors developed and implemented a model for student centered, inquiry-driven instruction using Web 2.0 technologies to increase inquiry and conceptual understanding in biology. Web 2.0 applications enhance collaboration among users to find, create, manipulate, and disseminate information and can form a relevant connection between real-world science and students' learning of content. Students use Web 2.0 technologies in their daily lives; however, there is little empirical research into its impact on student learning. This paper describes a course in which Web 2.0 tools (del.i.cious, CiteULike, and Google docs and sites) were used to support the teaching--learning process, including the use of tagging and social bookmarking, academic resource management, and website collaboration and design. Students reported gains in understanding of the relationship between the science process, Web 2.0 technologies, and scientific communication, as well as skill in evaluating validity of sources from the internet. Critical Thinking Assessment Tests supported these data.
Descriptors: Web 2.0 Technologies, Critical Thinking, Technology Uses in Education, Course Organization, Information Literacy, Inquiry, Student Projects, Questioning Techniques, Information Skills, Pretests Posttests, Achievement Gains, Technological Literacy, Skill Analysis, Skill Development, Teaching Methods, Student Research, College Students, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A