David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
Learn more about PhilPapers
E-Learning and Digital Media 4 (4):471-481 (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.
|Keywords||Science education Pedagogy Curriculum Student evaluation|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Robert Keith Shaw & Dan Love (2007). A Heideggerian Analysis in the Teaching of Science to Maori Students. He Kupu 1 (3):31-43.
Joan E. Sieber (2005). Misconceptions and Realities About Teaching Online. Science and Engineering Ethics 11 (3):329-340.
Georgina Stewart (2011). Science in the Māori-Medium Curriculum: Assessment of Policy Outcomes in Pūtaiao Education. Educational Philosophy and Theory 43 (7):724-741.
Robert Keith Shaw (2011). Heidegger's Hermeneutic Method in Tertiary Education. In Fowler Pip, Strongman Luke & Kobeleva Polly (eds.), Writing the Future. Tertiary Writing Network
Kathryn M. Benson (2006). Conversations of Curriculum Reform: Students' and Teachers' Voices Interpreted Through Autobiographical and Phenomenological Texts. Peter Lang.
Michael R. Matthews (1994). Science Teaching: The Role of History and Philosophy of Science. Routledge.
Krishnaveni Ganeson & Lisa C. Ehrich (2009). Transition Into High School: A Phenomenological Study. Educational Philosophy and Theory 41 (1):60-78.
Georgina Stewart (2011). The Extra Strand of the Māori Science Curriculum. Educational Philosophy and Theory 43 (10):1175-1182.
Karin Høst, Daniel Brugman, Louis Tavecchio & Leo Beem (1998). Students' Perception of the Moral Atmosphere in Secondary School and the Relationship Between Moral Competence and Moral Atmosphere. Journal of Moral Education 27 (1):47-70.
Thomas N. Barone * (2004). Moral Dimensions of Teacher‐Student Interactions in Malaysian Secondary Schools. Journal of Moral Education 33 (2):179-196.
Larry Cuban (1999). The Integration of Modern Sciences Into the American Secondary School, 1890--1990s. Studies in Philosophy and Education 18 (1-2):67-87.
David William Jardine (2008). Back to the Basics of Teaching and Learning: Thinking the World Together. Routledge.
Alison Higgs (2012). E-Learning, Ethics and 'Non-Traditional' Students: Space to Think Aloud. Ethics and Social Welfare 6 (4):386-402.
E. Alpay (2013). Student-Inspired Activities for the Teaching and Learning of Engineering Ethics. Science and Engineering Ethics 19 (4):1455-1468.
Added to index2011-08-06
Total downloads6 ( #479,153 of 1,911,384 )
Recent downloads (6 months)1 ( #455,910 of 1,911,384 )
How can I increase my downloads?