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Didactic Model Aiming at the Use of Digital Information and Communication Technologies in Science Education: Theoretical and Methodological Foundations

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  • Vanessa Arias Gil

    (University of Antioquia, Colombia)

  • Marco Antonio Moreira

    (Universidade Federal do Rio Grande do Sul, Brazil)

  • Jesús Ángel Meneses Villagrá

    (University of Burgos, Spain)

Abstract

The scope of academic processes in which Information and Communication Technologies are incorporated (ICT) has increased in recent decades, same as the number of concerns about its contributions to learning itself. A predominantly instrumental sense of these technologies becomes evident as far as scientific education in Colombia is concerned. This work seeks the construction of a teaching model that may guide natural science teachers around the design of proposals for implementing Digital Information and Communication Technologies (DICT), based on science education challenges (Hodson, 2003; 2010) and the Critical Meaningful Learning Theory (Moreira, 2005; 2010). Thus, Design-Based Research (DBR) is regarded as a methodological standpoint, which, based in turn on a systemic and iterative process, allows the development of a model and validate the potential these technologies have to meet the challenges science teaching entails when their foray into the classroom is based on didactic, pedagogical and epistemological foundations.

Suggested Citation

  • Vanessa Arias Gil & Marco Antonio Moreira & Jesús Ángel Meneses Villagrá, 2022. "Didactic Model Aiming at the Use of Digital Information and Communication Technologies in Science Education: Theoretical and Methodological Foundations," International Journal of Online Pedagogy and Course Design (IJOPCD), IGI Global, vol. 12(2), pages 1-11, April.
    • Handle: RePEc:igg:jopcd0:v:12:y:2022:i:2:p:1-11
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