Integrating Facebook in upper secondary biology instruction: A case study of students' situational interest and participation in learning communication

Niels Bonderup Dohn, Nina Bonderup Dohn

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Resumé

The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students’ lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad.

OriginalsprogEngelsk
TidsskriftResearch in Science Education
Vol/bind47
Udgave nummer6
Sider (fra-til)1305-1329
ISSN0157-244X
DOI
StatusUdgivet - 2017

Fingeraftryk

biology instruction
facebook
participation
communication
learning
student
biology
informal communication
educational content
educational activities
science

Citer dette

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abstract = "The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students’ lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad.",
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Integrating Facebook in upper secondary biology instruction : A case study of students' situational interest and participation in learning communication. / Dohn, Niels Bonderup; Dohn, Nina Bonderup.

I: Research in Science Education, Bind 47, Nr. 6, 2017, s. 1305-1329.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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