Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts [Konferenzbericht] Paper presented at the International Conference on Mobile Learning 2014 (10th, Madrid, Spain, Feb 28-Mar 2, 2014).

Autor/inn/en	Swensen, Kaja Vembe; Silseth, Kenneth; Krange, Ingeborg
Titel	Tweeting as a Tool for Learning Science: The Credibility of Student-Produced Knowledge Content in Educational Contexts [Konferenzbericht] Paper presented at the International Conference on Mobile Learning 2014 (10th, Madrid, Spain, Feb 28-Mar 2, 2014).
Quelle	(2014), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-989-8704-02-3
Schlagwörter	Social Networks; Computer Mediated Communication; Science Education; Energy Education; High School Students; Inquiry; Science Teaching Centers; Museums; Electronic Publishing; Web 2.0 Technologies; Teaching Methods; Learning Strategies; Science Projects + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Computerkonferenz; Naturwissenschaftliche Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Museum; Museumswesen; Museen; Elektronisches Publizieren; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Science; Project; Wissenschaft; Projekt
Abstract	In this paper, we will present and discuss data from a research project called MIRACLE, in which high school students learned about energy and energy transformation in a technology-rich learning environment. This learning environment spanned across a classroom, a science center, and an online platform specially designed to support coherence across resources and concepts. During the project, the students tweeted about different aspects of energy and energy transformation. These tweets were based on facts gleaned from previous knowledge or on knowledge that they found relevant during their learning trajectory. This knowledge could be found, for example, in textbooks, on web pages, or on posters in the science center. The tweets were meant to support the students in collecting and creating knowledge content themselves and to gradually increase their understanding of the curricular topic. At the end of the project, the students were asked to write a newspaper article and were encouraged to use their tweets as a source. However, the findings show that the students turned to officially approved knowledge sources when they had to write their assignments. This finding adds to previous studies on college and university students. We discuss the possible reasons for this by examining the lack of established practices for using tweets in schools; more specifically, we discuss how this becomes particularly evident when activities are assessment-oriented. [The MIRACLE project was funded by the Research Council of Norway, grant number 201332.] [For the complete proceedings, see ED557171.] (As Provided).
Anmerkungen	International Association for the Development of the Information Society. e-mail: secretariat@iadis.org; Web site: http://www.iadisportal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01