WikiED: Using Web 2.0 Tools to Teach Content and Critical Thinking

WIKIed Biology is a National Science Foundation Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics interdisciplinary project in which we developed and implemented a model for student centered, inquiry-driven instruction using Web 2.0 technologies to increase in...

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Bibliographic Details
Published in:Journal of college science teaching 2013-09, Vol.43 (1), p.70-80
Main Authors: Frisch, Jennifer K., Jackson, Paula C., Murray, Meg C.
Format: Article
Language:English
Subjects:
Biology
College science
Critical thinking
Information relevance
Internet
Internet resources
Learning
Learning Processes
Relevant alternatives
RESEARCH AND TEACHING
Science education
Science learning
Teaching Methods
Technology
Thinking Skills
Undergraduate Study
Web 2.0
Web 2.0 Technologies
Websites
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Summary:WIKIed Biology is a National Science Foundation Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics interdisciplinary project in which we developed and implemented a model for student centered, inquiry-driven instruction using Web 2.0 technologies to increase inquiry and conceptual understanding in biology. Web 2.0 applications enhance collaboration among users to find, create, manipulate, and disseminate information and can form a relevant connection between real-world science and students' learning of content. Students use Web 2.0 technologies in their daily lives; however, there is little empirical research into its impact on student learning. This paper describes a course in which Web 2.0 tools were used to support the teaching-learning process, including the use of tagging and social bookmarking, academic resource management, and Website collaboration and design. Students reported gains in understanding of the relationship between the science process, Web 2.0 technologies, and scientific communication, as well as skill in evaluating validity of sources from the Internet. Critical Thinking Assessment Tests supported these data. [PUBLICATION ABSTRACT]
ISSN:0047-231X
1943-4898
DOI:10.2505/4/jcst13_043_01_70