Abstract
Science education is concerned with the meaningful pursuit of comprehension, knowledge and understanding of scientific concepts and processes. In Vygotskian social‐constructivist learning, personal interpretation, decision-making and community cooperation fosters long‐term understanding and transference of learned concepts. In short, the construction of knowledge requires learners to be actively involved in the process of learning. For effective science learning, an instructor’s pedagogical approach must be anchored in meaningful contexts so that students experience science. This paper presents a discussion of the method that has been applied to assessing and defining effective measurements for evaluating strategies for communicating science using LEGO robots and a Mindstorms™ RCX controller collaboratively constructed and programmed by students using a virtual technology (Second Life) whilst physically situated in different locations.
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