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This is our task now: “The Web 2.0 in the Classroom Blog lists 33 ways on how to use blogs in education. Please select one way or describe a new one which you like best and connect it to any educational theory.” “Create a blog where students list class hypotheses before each class science experiment. When experiment is done, results can be posted and compared to initial hypotheses.” I chose this idea, because most of the ideas were pretty simple and already familiar to me. Most of them also sounded like tasks you can also do just without any blogs.
I think it’s a great idea to write down your hypotheses and read others’ suggestions, too. That’s an important part of learning process. It’s a very effective way of learning to compare the new information with your old thoughts. Well, learning does mean new ways to think! It’s also important to see that everyone has their own prejudices and bias and ways to think. It’s a big part of learning to be able to describe why you make certain hypotheses. “Consciously identify what you already know” is one metacognitive strategy for effective learning (http://coe.sdsu.edu/eet/Articles/metacognition/start.htm). I think this blogging task support pupils’ metacognitive skills, too. When you write down your hypotheses and afterwards the results and then compare them, the learning becomes visible. It’s very useful to think through why your hypotheses worked out or not. For example J. Bruner’s Constructivist theory supports this, “learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge” (http://tip.psychology.org/bruner.html).
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