E.B. Klemm and M.K. Iding (USA)
Multi-media, Interactive, Science Education, Experiential Education
As teachers increasingly rely on multimedia instruction and virtual learning environments, how are these new instructional technologies affecting what and how students learn? This paper is intended to raise questions and open dialogue for such research. We present a theoretical structure derived from the literatures of science education and educational psychology; question whether multimedia instructional technologies enhance or diminish precollege science hands-on experiential learning; and call for closer examination of the nature of representations of reality such as analogies that are used to augment or substitute for hands-on experiences in multimedia science instruction.
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