Computer based learning in ScienceCBLIS 2012 Conference Proceedings. Learning Science in the Society of Computers
Author(s)Learning Science in the Society of Computers International Conference :
López Simó, Víctor
Simarro Rodríguez, Cristina
Contributor(s)Pintó, R. (Roser) ,
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AbstractSince the first conference held in Vienna in 1993, the CBLIS has become an international forum to share and exchange ideas about teaching and learning Science with computers, to deepen the construction and development of new educational models and to elaborate contributions to both theoretical and practical in the field of computer-based Science teaching and learning. Throughout all the previous years, hundreds of researchers from dozens of universities from all continents have allowed to build around the CBLIS a consolidated network of people who have the philosophy to promote, through collaboration and exchange of experiences, the efficient use of computers in Science education. We understand that the computer science classroom has to become a tool to improve the current educational methods, bringing science to students and preparing them with better skills and abilities as future citizens of the knowledge society. Thus the CBLIS, throughout all these years, has forged their identity traits, addressing simultaneously science teaching and computers-based teaching. While there are several powerful international conferences devoted to science teaching and other dedicated to computers-based teaching, the conference CBLIS combines the two aspects as inseparable. Furthermore, if in previous years the conference had titles such as Integrating New Technologies, now that reality has changed. These technologies are not new, and paradigmatically, the term NICTs has changed for ICTs. The computer and internet are not something futuristic, but they are already part of our lives (many children digital-natives). Additionally, the international conference CBLIS arrives to Barcelona at a time of global crisis and public debate on the role of innovation and research in the world. In the field of education - and specifically, the science education - we are at a point in the debate over the incorporation of educational technologies in classroom teaching and their use is more intense than ever, where we need to deeply reflecto on how to manage public investment to advance the digitization of the classrooms at all levels, and to find formulas for success that really involves improvements for teaching and learning science. In the compilation of papers found in this document, many of these questions are arised, and through scientific rigor and educational innovation, right answers are sought, contributing to improve Science learning and teaching in the society of computers.