Digital Applications in Distance Science Education

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Autor/inn/en	Unlu, Serkan; Kiray, Seyit Ahmet
Institution	International Society for Research in Education and Science (ISRES)
Titel	Digital Applications in Distance Science Education
Quelle	(2022), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Unlu, Serkan) ORCID (Kiray, Seyit Ahmet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-605-67951-6-9
Schlagwörter	Computer Software; Videoconferencing; Distance Education; Pandemics; COVID-19; Science Education; Teaching Methods; Video Technology; MOOCs; Electronic Learning; Computer Simulation; Instructional Materials; Physics; Chemistry; Coding; Evaluation Methods; Measurement Techniques; Story Telling; Classroom Techniques; Educational Technology; Computer Games; Computer Assisted Testing; Astronomy; Biology; Science Instruction + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Computergrafik; Computersimulation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Physik; Chemie; Codierung; Programmierung; Messtechnik; Klassenführung; Computer game; Computerspiel; Computerspiele; Astronomie; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	This book has been prepared to introduce common technological tools that can be used in science education in the distance education process. Although most of the applications introduced in the book are used in face-to-face education, this book focuses on their use in the distance science education process. In the Introduction part of the book, the increasing importance of distance education and the use of distance education in science education are mentioned. Subsequent chapters are classified by letters. In section A, Video Recording and Conferencing Tools are introduced. Many distance education tools have emerged in the world, especially after the COVID-19 pandemic. In this section, the most widely known of these, ZOOM, Google Meet, Loom, Teamlink and Webex are briefly introduced. In section B, video tools with educational content are introduced. Although there are many video platforms in different languages in this area, video sites that are known worldwide and that can be used for educational purposes are introduced in this section. It is mentioned how these sites can be used in distance science education. Under this title, only MOOCs, TED, E-Twinning Online, Khan Academy and Udemy video platforms have been introduced and how they can be used in distance science education has been emphasized. Modeling and Design Tools are introduced in section C. Among these tools, 3D Virtual Science Labs, which is gradually becoming widespread today, Tinkercad and Fusion 360 modeling and design tools, which are known worldwide, were introduced and comments were made on how to use these tools in distance science education lessons. In section D, the introduction of Virtual/Augmented Reality Based Mobile Training Applications is given. Among these tools, it was preferred to introduce the ones that are widely known and can be used in science education. Virtual and augmented reality tools whose focus is outside of science education are not included in this section. In this section, mobile applications that can be used in science education are included under the titles of 4D+ Flashcard apps, Mobile Apps for Astronomy, Mobile Apps for Biology, Mobile Apps for Chemistry, Mobile Apps for Physics. There are simulation tools in section E. In this section, two-dimensional simulation tools are introduced. The simulation tools in this section are limited to PHeT simulations and Algoodo simulation tool, which are widely used in science education. Coding tools are included in the F section of the book. In this section, the introduction and application examples of Code.org, Scratch, Mblock, ArduinoBlocks coding tools, which are widely used in coding, are presented. Especially 4-8. The importance of block coding was emphasized in the classrooms and coding tools were limited to introduction to coding and block coding tools. Text encoding tools are not included in this section. In section G, Web 2.0 Based Measurement and Evaluation Tools are introduced. In this section, the introduction of Kahoot, Quziz, Baamboozle, That Quiz, Socrative, Mentimeter and Google Forms tools, which can be used in both distance and face-to-face science education and their use in science education are highlighted. In section H, under the title of Digital Story and Presentation Preparation Tools, StoryboardThat, Storyjumper, Powtoon, Pixton, Glogster, Infogram, Time.graphics, Microsoft Sway, Promo, Canva, Creately tools are included. It has been mentioned how these digital story tools will be used in distance science education, and sample screenshots of these tools are included. In section I, Classroom Management and Data Gathering Tools are introduced. Under this title, information is given about the widely known Edpuzzle, Google Classroom, Padlet, Seesaw programs and examples of applications made with them are given. As a result, we hope that this book will contribute to science educators who want to use educational technologies in the field of distance education, to see the big picture in this field. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01