ICT and meaningful science learning

Abstract

This paper intends to promote reflection on ICT use to facilitate meaningful science learning. In order to achieve this goal, key research works on technology implementation (data acquisition devices, modeling tools, simulations, virtual laboratories…) are selected from the specialized literature. The instructional value of these applications is studied from the current knowledge on how we learn. The analysis shows the potential of technology to overcome common science learning troubles (students’ previous ideas, lack of meaningful contexts, abstract scientific models and theories…). A critical view is also shown, pointing out risks and limitations associated with ICT implementation for science education.