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      Theoretical foundations for e-learning environments direct to Virtual Scientific Experiments

      Centre of Excellence “Metodi e sistemi per l'Apprendimento e la Conoscenza” Research Group

      3rd International LeGE-WG Workshop: GRID Infrastructure to Support Future Technology Enhanced Learning (LEGE)

      LeGE-WG Workshop: GRID Infrastructure to Support Future Technology Enhanced Learning

      3 December 2003

      Didactics, Methodology, Constructivist learning, Collaborative learning, Active learning, Socio-Cultural approach, Situation approach, Models, Virtual Scientific Experiments, A- didactical Situations

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          Abstract

          In this work we want to put in evidence the necessity to integrate theoretical, methodological and didactical aspects with innovative e-learning systems, in order to hypothesize possible learning models able to facilitate and qualify the e-learning world. Specifically, our aim will be direct to theoretical learning models for Virtual Scientific Experiments to be implemented inside the platforms. Therefore, the result to be achieved comes from the interaction of two different “macro-environments”: the pedagogical-didactical world and the informatics world. The first one puts in evidence the methodological aspects and the fundamental importance of the didactical transposition 1 (Chevallard, 1985, 1994; Cornu, Vergnioux, 1992) in order to structure in the best way the experiments foreseen by experts of the discipline. The second one, instead, will have the task of structuring and realizing the suitable virtual learning environments and the various phases of single experiments, taking into account the methodological indications arisen by the pedagogical world. Thus in the next future, our aim will be based on these considerations to obtain motivating Virtual Scientific Experiments effectively usable by the learner, allowing the dissemination of scientific knowledge through the Internet.

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          Transforming schools into communities of thinking and learning about serious matters.

           A Brown (1997)
          In this article, a program of research known as Fostering Communities of Learners is described. This program is in place in several schools and classrooms serving inner-city students from 6 to 12 years of age. Based on theoretical advances in cognitive and developmental psychology, the program is successful at improving both literacy skills and domain-area subject matter knowledge (e.g., environmental science and biology). Building on young children's emergent strategic and metacognitive knowledge, together with their skeletal biological theories, the program leads children to discover the deep principles of the domain and to develop flexible learning and inquiry strategies of wide applicability.
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            Author and article information

            Conference
            December 2003
            December 2003
            : 1-6
            Affiliations
            University of Salerno
            Article
            10.14236/ewic/3LEGE2003.3
            © Centre of Excellence “Metodi e sistemi per l'Apprendimento e la Conoscenza” Research Group. Published by BCS Learning and Development Ltd. 3rd International LeGE-WG Workshop: GRID Infrastructure to Support Future Technology Enhanced Learning, Berlin, Germany

            This work is licensed under a Creative Commons Attribution 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

            3rd International LeGE-WG Workshop: GRID Infrastructure to Support Future Technology Enhanced Learning
            LEGE
            3
            Berlin, Germany
            3 December 2003
            Electronic Workshops in Computing (eWiC)
            LeGE-WG Workshop: GRID Infrastructure to Support Future Technology Enhanced Learning
            Product
            Product Information: 1477-9358BCS Learning & Development
            Self URI (journal page): https://ewic.bcs.org/
            Categories
            Electronic Workshops in Computing

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