Information and communication technology in science learning as a tool for “scientific thinking” in engineering education
ABSTRACT
New methodologies in science (also mathemat- ics) learning process and scientific thinking in the classroom activity of engineer students with ICT (information and communication technology, including also graphic calculator) are presented: visual modelling with ICT, action research with graphic calculator, insight in classroom, com- munications and reflection of integrative ac- tions. How can we show our students the beauty of science (and mathematics) with ICT and the way scientists think and try to find the truth? Is it possible to create the motivation in science learning for students using ICT or graphic cal- culator? How can we organize the engineer training on such professional activity in class- room? In this paper we try to answer the ques- tions using methodology of visual modelling and technology of resource lessons in high en- gineering school.
New methodologies in science (also mathemat- ics) learning process and scientific thinking in the classroom activity of engineer students with ICT (information and communication technology, including also graphic calculator) are presented: visual modelling with ICT, action research with graphic calculator, insight in classroom, com- munications and reflection of integrative ac- tions. How can we show our students the beauty of science (and mathematics) with ICT and the way scientists think and try to find the truth? Is it possible to create the motivation in science learning for students using ICT or graphic cal- culator? How can we organize the engineer training on such professional activity in class- room? In this paper we try to answer the ques- tions using methodology of visual modelling and technology of resource lessons in high en- gineering school.
Cite this paper
nullSmirnov, E. and Bogun, V. (2010) Information and communication technology in science learning as a tool for “scientific thinking” in engineering education. Natural Science, 2, 1400-1406. doi: 10.4236/ns.2010.212171.
nullSmirnov, E. and Bogun, V. (2010) Information and communication technology in science learning as a tool for “scientific thinking” in engineering education. Natural Science, 2, 1400-1406. doi: 10.4236/ns.2010.212171.
References
[1] Savenkov, A.I. (2006) Psychological foundation of re-search approaches in education. MISE, Moscow. [2] Bogun, V.V. and Smirnov, E.I. (2008) Using of graphic calculator in teaching mathematics. Yaroslavl State Pedagogical University, Yaroslavl. [3] Bustraan, W. and Smirnov, E.I. (2003) MISE, motivation in science education (international project Russia, Austria, Holland). Herzen State Pedagogical University, St. Pe-tersburg. [4] Voogt, J., Gorokhovatsky, J. and Almekinders, M. (2003) Information and communication technology in rural schools: Innovative didactics in physics teaching. Uni-versity of Twente, Enschede. [5] Arnold, V.I. (2000) Soft and strong mathematical models. Nauka, Moscow. [6] Smirnov, E.I. (1998) Technology of teaching mathemat-ics using visual modeling. Yaroslavl State Pedagogical University, Yaroslavl. [7] Salmina, N.S. (1988) A sign and a symbol in teaching. Publishing House of the Moscow State University, Mos-cow. [8] Smirnov, E.I., Bogun, V.V. and Ostashkov, V.N. (2007) Visual modeling in mathematics: Theory and practice. Indigo, Yaroslavl. [9] Smirnov, E.I., Shadrikov, V.D., Povarenkov, Y.P. and Afanasyev, V.V. (2002) Teacher training of mathematics: Innovative approaches. Gardariki, Moscow. [10] Shadrikov, V.D. (1996) Psychology of activity and abili-ties of the person. Logos, Moscow. [11] Mrotchek, V. and Philippovitch, F. (1910) Pedagogic of mathematics. V.1., St. Petersburg.
[1] Savenkov, A.I. (2006) Psychological foundation of re-search approaches in education. MISE, Moscow. [2] Bogun, V.V. and Smirnov, E.I. (2008) Using of graphic calculator in teaching mathematics. Yaroslavl State Pedagogical University, Yaroslavl. [3] Bustraan, W. and Smirnov, E.I. (2003) MISE, motivation in science education (international project Russia, Austria, Holland). Herzen State Pedagogical University, St. Pe-tersburg. [4] Voogt, J., Gorokhovatsky, J. and Almekinders, M. (2003) Information and communication technology in rural schools: Innovative didactics in physics teaching. Uni-versity of Twente, Enschede. [5] Arnold, V.I. (2000) Soft and strong mathematical models. Nauka, Moscow. [6] Smirnov, E.I. (1998) Technology of teaching mathemat-ics using visual modeling. Yaroslavl State Pedagogical University, Yaroslavl. [7] Salmina, N.S. (1988) A sign and a symbol in teaching. Publishing House of the Moscow State University, Mos-cow. [8] Smirnov, E.I., Bogun, V.V. and Ostashkov, V.N. (2007) Visual modeling in mathematics: Theory and practice. Indigo, Yaroslavl. [9] Smirnov, E.I., Shadrikov, V.D., Povarenkov, Y.P. and Afanasyev, V.V. (2002) Teacher training of mathematics: Innovative approaches. Gardariki, Moscow. [10] Shadrikov, V.D. (1996) Psychology of activity and abili-ties of the person. Logos, Moscow. [11] Mrotchek, V. and Philippovitch, F. (1910) Pedagogic of mathematics. V.1., St. Petersburg.