Virtual labs as context for learning – continuities and contingencies in student activities

While sceptics have been little convinced about the beneficial consequences that would follow from the introduction of IT in school, technophiles have continued to make claims about how such resources will contribute to solving pedagogical problems of various kinds, including changing the role of the teacher (cf., e, g., Postman, 1979; Selwyn, 1999). (…)

The aim of the present study is to explore virtual labs as a context for learning about ocean acidification. In particular, we are interested in the activities that evolve when students engage in virtual lab work. Our question concerns what the consequences are for interaction and knowledge-sharing between students in such contexts. (…)

Petersson E., Lantz-Andersson A. & Säljö R., 2013. Virtual labs as context for learning – continuities and contingencies in student activities. In Christiansen E. T. et al. (Eds.), Problem-based learning for the 21st century: new practices and learning environments, p. 161-189. Book chapter.

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