Science pedagogy and digital competence

• technological dimension in which the capacity of problem solving and the ability of flexible adjustment to the changing technological environment are emphasized,
• cognitive dimension with a focus on "reading", selecting, interpreting, evaluation and presenting information,
• moral dimension, relationship and communication with others by responsible use of technology.

• Technological tasks: the management and conscious application of the elements of infocommunication technology currently falling primarily under the scope of computer science but also visible in the teaching of natural sciences in the form of teaching the use of spreadsheet (e.g. titrating results, motion study) and presentation tools or other software.
• Simulation activities: management and interpretation of data and information, modelling of real-life situations primarily included in problem-based teaching within the classroom.
• Research activities: collecting, organising and critically sorting information, one of the practical implementations of which may be project-based teaching/learning.
• Content development: creating content in cooperation with others, the technological background of which is provided by collaboration based online office software (e.g. Google Documents/Drive) and wiki type systems (e.g. Wetpaint, MediaWiki, Wikispace, etc.).

ICT tools help improve science competence while both teachers and students can improve their digital competence. A few areas of application:

• Modelling processes and properties, during which the spatial and time limits of phenomena change, that can be used to bridge the vast gaps due to size differences (e.g. atoms, molecules, biochemical processes, crystal structure).

• Laboratory equipment, experiments, treatment of chemicals in a virtual environment in a non-hazardous, clean and environment-friendly manner. Planning of experiments, testing of experimental situations.

• Display, demonstration and analysis of inaccessible phenomena, learning the microworld via simulations.


• As opposed to traditional media, computer graphics rendering and data analysis is fast and expressive.


• Digital teaching tools encourage interactivity to increase student participation in building their knowledge and developing their skills and capabilities. This is supported by quick answers to questions and the option of immediate feedback (trial and error).


• Due to the vast array of presentation-making tools available, new opportunities open up both for teachers and students to allow for an easier and more adequate representation of knowledge.


• Computer-aided experimentation bridges the gap between the real world and virtual reality to support direct and qualitative knowledge acquisition. The overlap between learning and school sites is ever decreasing, due to mobile devices (e.g. sensors, GPS).

The Internet brings the student and the teacher together within the same social network, giving a brand new dimension to the teaching/learning process. In this connectivist approach, the relationship between students, teachers and information is just as important and complex as the physical and chemical bonds within a compound.

In addition to the opportunities offered by ICT, we must also discuss its limitations, as well as those situations where the presence of information technology does not help achieve the curricular objectives of natural sciences.

• Another frequent problem is that virtual solutions are used to replace real-life experiments, even if the specific phenomenon can be demonstrated and lab equipment and the accessibility of instruments would permit a real test.
• Computer graphics and animation solutions are, in certain cases, designed more for aesthetic appeal rather than with scientific criteria in mind. As a result, even though the models have high visual value, they provide false information.
• Within the vast information jungle on the world-wide web, we all have access to lots of unverified data (e.g. about foodstuffs), scientifically unfounded concepts (e.g. homeopathy, phi water) and pseudo-scientific and misleading information.
• Copying content and using those without thinking and understanding (also referred to as ‘copy/paste knowledge') has become part of how students prepare assignments (e.g. tests, in-class presentations, student activities). This requires changes and updates to the systems for checking and evaluating knowledge.