ANALYSIS OF THE SCIENCE LEARNING OBJECTS OF THE GREEK DIGITAL LEARNING OBJECT REPOSITORY FROM A LEARNING ACTIVITIES PERSPECTIVE

Efthymia Saltidou, Michael Skoumios

Abstract


In recent years, learning objects have been playing a crucial role in the teaching process. However, research focused on the analysis of science learning objects is particularly limited. The present study aims to analyze the science learning objects of the Greek Digital Learning Object Repository that are intended for primary school from a learning activities perspective. A total of 178 learning objects were analyzed. The analysis of learning objects from the perspective of the learning activities (cognitive and metacognitive) they activate in the students was carried out in line with the analysis framework of Overman, Vermunt, Meijer, Bulte and Brekelmans (2013). The analysis of learning objects showed that they are dominated by low level cognitive learning activities, while the learning objects that activate high level cognitive learning activities are limited. Finally, no learning objects activating metacognitive learning activities in the students were detected. 


Keywords


question analysis, learning objects, science teaching, learning activities

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