Rethinking the teaching of science

In this chapter Diana Laurillard provides an overview of an analytical framework, which she calls the conversational framework. This framework characterises complex learning as an iterative conversation. It provides the basis for assessing a range of educational media.

Laurillard argues that the introduction of an information and communication technology (ICT) element to this process introduces a novel level of mediation to this conversation. To ensure that ICT is effective she points to the need for it to be designed with pedagogic principles firmly at the forefront. She notes that, without this principled design strategy, there is a danger of uncritically accepting the rhetoric that expounds on the possibilities for educational media whilst failing to realise their full learning potential.

Laurillard argues that the conversational framework can inform the development of new ICT materials by specifically considering which elements of the framework these materials support. The model is not limited to this function, however. It can also facilitate systematic examination of the effectiveness of existing ICT materials.

Reference
Laurillard, D. (2004). Rethinking the teaching of science, in Holliman, R. and Scanlon, E. (eds) Mediating science learning through ICT, London, RoutledgeFalmer.