RETHINKING TRADITIONAL SCIENCE TEACHING THROUGH INFUSING ICT LEARNING EMBEDDED BY A ‘LEARNING-AS-DESIGN’ APPROACH

André Du Plessis

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RETHINKING TRADITIONAL SCIENCE TEACHING THROUGH INFUSING ICT LEARNING EMBEDDED BY A ‘LEARNING-AS-DESIGN’ APPROACH

Title	RETHINKING TRADITIONAL SCIENCE TEACHING THROUGH INFUSING ICT LEARNING EMBEDDED BY A ‘LEARNING-AS-DESIGN’ APPROACH
Publication Type	Journal Article
Year of Publication	2015
Authors	Plessis, AD
Journal	Journal of Baltic Science Education
Volume	14
Issue	1
Start Page	4-6
Pagination	Continuous
Date Published	February/2015
Type of Article	Editorial
ISSN	1648-3898
Other Numbers	ICID: 1143019
Keywords	computer laboratory, Science Curriculum, science learning, science teacher
Abstract	The South African Department of Basic Education (DoBE) has been promoting constructivist learning principles, the development of higher order thinking, the implementation of ICT (Information and Communication Technology) (Department of Education, 2004; Du Plessis, 2014) and the development of critical outcomes such as problem solving, critical thinking, collaboration, self-management, finding and analysing information, developing effective communicating skills, assisting learners to use science and technology effectively as well as promoting effective learning strategies (Department of Education, 2004). The use of ICTs to promote teaching and learning has also been high on the agenda of the DoBE (2004; 2007). However, it appears that the use of ICT within South African schools is ‘bolted-on’ on to the curriculum as an added extra, resulting that integration with school subjects is minimal (Du Plessis, 2010). The above is probably prevalent outside the South African context too in many other schools all over the globe.
URL	http://oaji.net/articles/2016/987-1462907838.pdf
DOI	10.33225/jbse/15.14.04
Refereed Designation	Refereed
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