Our purpose here is threefold: to consider what might be meant by eScience in the context of school science education, to briefly review some relevant theories of learning, and to present some of the practical issues and constraints of working in schools, from our own research experience. We conclude by underlining the position that ICT is still taught as a separate 'subject' in most schools, rather than being fully integrated into the curriculum. Even though both teachers and students may be fully conversant users of technology outside the confines of the classroom, the apparent lack of fit between technology and aspects of the school setting and organisation remains problematic.
|Number of pages||1|
|Publication status||Published - 2006|
|Event||eScience 2006: 2nd IEEE International Conference on eScience and Grid Computing - Amsterdam, Netherlands|
Duration: 4 Dec 2006 → 6 Dec 2006
|Conference||eScience 2006: 2nd IEEE International Conference on eScience and Grid Computing|
|Period||4/12/06 → 6/12/06|
Woodgate, D., & Stanton Fraser, D. (2006). eScience, science education and technology integration in the classroom: some practical considerations. 138. Paper presented at eScience 2006: 2nd IEEE International Conference on eScience and Grid Computing, Amsterdam, Netherlands. https://doi.org/10.1109/E-SCIENCE.2006.60