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INQUIRY-BASED SCIENCE LEARNING IN DIGITAL AGE: RETHINKING THE SAMR MODEL

D. Tsybulsky, I. Levin

Tel Aviv University (ISRAEL)
The paper deals with transformations of inquiry-based science educational practices inspired by integrating a number of emerging technologies (mobile, wearable, cloud computing, cyber-physical systems). Specifically, transformations of practices associated with microcomputer-based laboratories (MBL) are discussed. A new interpretation of known SAMR (Substitution Augmentation Modification Redefinition) model is proposed for above purposes. According to the proposed interpretation, the SAMR levels are considered as a progressive advancement from the traditional instrumental perception of technology (Substitution) to its transformational level (Redefinition). MBL on the Redefinition level represents a bright example of a science learning environment of Digital Age. A number of innovative educational practices can be associated with the SAMR levels. Among them:
1.  Augmented-reality based laboratories equipped with mobile and wearable technologies. Such labs provide a new type of augmented-reality labs, where real phenomena are augmented with virtual objects.
2. Cloud computing based Remote science laboratories. Such laboratories open a way to ubiquitous experimentation by enabling students to carry out live on-line scientific experiments and to share experimental data seamlessly.
3. Laboratories equipped with Cyber-physical systems. Such laboratories change the traditional lab where research objects or phenomena are natural. The new laboratories support experimental research of hybrid natural-artificial objects.  

The main contribution of the proposed approach is in the field of integrating emerging technologies in science educational practices. The newly proposed SAMR model is oriented on identifying of interpenetration of science and technologies. The model and the corresponding approach can be used for assessing the technology integration in science education. The authors believe that the approach will allow to determine new ways for future advancements of science educational environments.