Expanding the context for student learning of science: The conceptual development of the New Zealand Science Learning Hub

Student engagement in science is an issue of international concern. Research indicates that one way to increase engagement in science is to involve students in authentic and relevant contexts that promote an enquiry-based stance. A key aspect to engaging students is to provide teachers with educative materials. In today’s world teachers and students look to web-based materials for their own development and learning. This paper will provide a conceptual framework for the development of the New Zealand Science Learning Hub as well as describing the process of its development, its component parts and their relationship to the conceptual frame

What Drives Volunteers to Accept a Digital Platform That Supports NGO Projects?

Technology has become the driving force for both economic and social change. However, the recruitment of volunteers into the projects of non-profit-making organizations (NGO) does not usually make much use of information and communication technology (ICT). Organizations in this sector should incorporate and use digital platforms in order to attract the most well-prepared and motivated young volunteers. The main aim of this paper is to use an extended Technology Acceptance Model (TAM) to analyze the acceptance of a technological platform that provides a point of contact for non-profit-making organizations and potential volunteers. The TAM is used to find the impact that this new recruitment tool for volunteers can have on an ever-evolving industry. The TAM has been extended with the image and reputation and visual identity variables in order to measure the influence of these non-profit-making organizations on the establishment and implementation of a social network recruitment platform. The data analyzed are from a sample of potential volunteers from non-profit-making organizations in Spain. A structural equation approach using partial least squares was used to evaluate the acceptance model. The results provide an important contribution to the literature about communication in digital environments by non-profit-making organizations as well as strategies to improve their digital reputation

A Study of Educational Simulations Part I - Engagement and Learning

Interactive computer simulations with complex representations and sophisticated graphics are a relatively new addition to the classroom, and research in this area is limited. We have conducted over 200 individual student interviews during which the students described what they were thinking as they interacted with simulations. These interviews were conducted as part of the research and design of simulations for the Physics Education Technology (PhET) project. PhET is an ongoing project that has developed over 60 simulations for use in teaching physics, chemistry, and physical science. These interviews are a rich source of information about how students interact with computer simulations and what makes an educationally effective simulation. We have observed that simulations can be highly engaging and educationally effective, but only if the student's interaction with the simulation is directed by the student's own questioning. Here we describe our design process, what features are effective for engaging students in educationally productive interactions and the underlying principles which support our empirically developed guidelines. In a companion paper we describe in detail the design features used to create an intuitive simulation for students to use