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ERIC Number: EJ873493
Record Type: Journal
Publication Date: 2007
Pages: 11
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1741-8887
Pedagogic Thinking that Grounds E-Learning for Secondary School Science Students in New Zealand
Shaw, Robert
E-Learning, v4 n4 p471-481 2007
Course designers adopted a language-learners approach to the online teaching of New Zealand secondary school students in the subject of astronomy. This was possible because the curriculum for astronomy that was in 2004 established as a part of New Zealand's national curriculum was specifically designed to engage underachieving students in science and technology. A criterion-referenced assessment regime was established and an Internet platform was built specifically to facilitate this form of assessment. This platform contrasts with the norm-referenced assessment programmes that are most frequently used with online instruction. In this situation--where the essential task is to reward students for learning basic vocabulary and to motivate them to further study--the theory of psychologist William James assisted the teachers to develop their online pedagogy. The article concludes with a comparison of the advantages and disadvantages of using the Internet to deliver science courses to secondary school students. (Contains 2 tables.)
Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/elea
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand