Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices

Carmel Bar; Merav Siani; Anat Yarden

Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices

Carmel Bar, Merav Siani, Anat Yarden

Department of Science Teaching

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

Lately, eLearning has substituted traditional forms of teaching and learning. However, little is known about the possible link between eLearning, addressing epistemic knowledge and scientific practices. We aimed to analyze teachers' re-designed eLearning units and examine the extent to which high school biology teachers address epistemic knowledge and scientific practices in the Personalized Teaching and Learning, PeTeL platform. We qualitatively mapped the re-designed ecology and evolution eLearning units according to knowledge types and scientific practices. We found that a few teachers addressed epistemic knowledge in their re-designed eLearning units, and that questions that include only content knowledge, mostly lacked scientific practices. Thus, it seems that most of the teachers find epistemic knowledge difficult to address.

Original language	American English
Title of host publication	International Collaboration toward Educational Innovation for All
Subtitle of host publication	Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022
Editors	Clark Chinn, Edna Tan, Carol Chan, Yael Kali
Pages	993-996
Number of pages	4
ISBN (Electronic)	9781737330653
State	Published - 1 Jan 2022
Event	16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: 6 Jun 2022 → 10 Jun 2022

Publication series

Name	Proceedings of International Conference of the Learning Sciences, ICLS

Conference

Conference	16th International Conference of the Learning Sciences, ICLS 2022
Country/Territory	Japan
City	Virtual, Online
Period	6/06/22 → 10/06/22

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

All Science Journal Classification (ASJC) codes

Computer Science (miscellaneous)
Education

Cite this

Bar, C., Siani, M., & Yarden, A. (2022). Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 993-996). (Proceedings of International Conference of the Learning Sciences, ICLS).

Bar, Carmel ; Siani, Merav ; Yarden, Anat. / Biology teachers' re-designed eLearning units : The relationships between knowledge types and scientific practices. International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. editor / Clark Chinn ; Edna Tan ; Carol Chan ; Yael Kali. 2022. pp. 993-996 (Proceedings of International Conference of the Learning Sciences, ICLS).

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title = "Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices",

abstract = "Lately, eLearning has substituted traditional forms of teaching and learning. However, little is known about the possible link between eLearning, addressing epistemic knowledge and scientific practices. We aimed to analyze teachers' re-designed eLearning units and examine the extent to which high school biology teachers address epistemic knowledge and scientific practices in the Personalized Teaching and Learning, PeTeL platform. We qualitatively mapped the re-designed ecology and evolution eLearning units according to knowledge types and scientific practices. We found that a few teachers addressed epistemic knowledge in their re-designed eLearning units, and that questions that include only content knowledge, mostly lacked scientific practices. Thus, it seems that most of the teachers find epistemic knowledge difficult to address.",

author = "Carmel Bar and Merav Siani and Anat Yarden",

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year = "2022",

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language = "American English",

series = "Proceedings of International Conference of the Learning Sciences, ICLS",

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Bar, C, Siani, M & Yarden, A 2022, Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices. in C Chinn, E Tan, C Chan & Y Kali (eds), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. Proceedings of International Conference of the Learning Sciences, ICLS, pp. 993-996, 16th International Conference of the Learning Sciences, ICLS 2022, Virtual, Online, Japan, 6/06/22.

Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices. / Bar, Carmel; Siani, Merav; Yarden, Anat.
International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. ed. / Clark Chinn; Edna Tan; Carol Chan; Yael Kali. 2022. p. 993-996 (Proceedings of International Conference of the Learning Sciences, ICLS).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

TY - GEN

T1 - Biology teachers' re-designed eLearning units

T2 - 16th International Conference of the Learning Sciences, ICLS 2022

AU - Bar, Carmel

AU - Siani, Merav

AU - Yarden, Anat

PY - 2022/1/1

Y1 - 2022/1/1

N2 - Lately, eLearning has substituted traditional forms of teaching and learning. However, little is known about the possible link between eLearning, addressing epistemic knowledge and scientific practices. We aimed to analyze teachers' re-designed eLearning units and examine the extent to which high school biology teachers address epistemic knowledge and scientific practices in the Personalized Teaching and Learning, PeTeL platform. We qualitatively mapped the re-designed ecology and evolution eLearning units according to knowledge types and scientific practices. We found that a few teachers addressed epistemic knowledge in their re-designed eLearning units, and that questions that include only content knowledge, mostly lacked scientific practices. Thus, it seems that most of the teachers find epistemic knowledge difficult to address.

AB - Lately, eLearning has substituted traditional forms of teaching and learning. However, little is known about the possible link between eLearning, addressing epistemic knowledge and scientific practices. We aimed to analyze teachers' re-designed eLearning units and examine the extent to which high school biology teachers address epistemic knowledge and scientific practices in the Personalized Teaching and Learning, PeTeL platform. We qualitatively mapped the re-designed ecology and evolution eLearning units according to knowledge types and scientific practices. We found that a few teachers addressed epistemic knowledge in their re-designed eLearning units, and that questions that include only content knowledge, mostly lacked scientific practices. Thus, it seems that most of the teachers find epistemic knowledge difficult to address.

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M3 - Conference contribution

T3 - Proceedings of International Conference of the Learning Sciences, ICLS

SP - 993

EP - 996

BT - International Collaboration toward Educational Innovation for All

A2 - Chinn, Clark

A2 - Tan, Edna

A2 - Chan, Carol

A2 - Kali, Yael

Y2 - 6 June 2022 through 10 June 2022

ER -

Bar C, Siani M, Yarden A. Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices. In Chinn C, Tan E, Chan C, Kali Y, editors, International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022. 2022. p. 993-996. (Proceedings of International Conference of the Learning Sciences, ICLS).

Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices

Abstract

Publication series

Conference

UN SDGs

All Science Journal Classification (ASJC) codes

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Cite this