Edelson (2001) decided to research technology-supported inquiry activities in response to teachers’ need for more class time, in teaching science content and processes. Traditionally, these two skill shave been taught using different activities. I have seen this transition take place in my classroom as we slowly add technology to our school. I have also seen a great deal of technology integration throughout my education over the past 30 years, or so. I feel we can do more to add to the user experience and constructing knowledge through technology enhanced learning experiences. We cannot take our students around the world to live the many different scientific discoveries but we can bring the world to them through increased use of technology, specifically the world wide web and all its capabilities.

Edelson suggests using inquiry-based learning to combine both process and content skills. Technology assistance can shorten the time it takes to accomplish inquiry tasks. The author presents a Learning for Use (LfU) model to assist students in making the transition from traditional science learning to meet the current needs of students and teachers. The LfU model’s goal is to “overcome the inert knowledge problem by prescribing how learning activities can foster useful conceptual understanding that will be available to the learner when it is relevant.”
According to Edelson, technology-supported inquiry learning (TSIL) is needed for the following reasons:

1. Technology is used more and more in scientific inquiry worldwide
2. Computer are beneficial in making processes faster and more efficient through their ability to store and provide various types of formatting
3. Computers are being integrated into school and TSIL will support information and communication technology (ICT) outcomes

TSIL is based on the constructivist learning view where knowledge is built through scaffolding and goal-oriented experiences. Edelson explains, “The LfU model characterizes the development of useable understanding as a three-step process consisting of motivation (create a demand and elicit curiosity), knowledge construction (observe and communicate), and knowledge refinement (reflect and apply).” I see the LfU model as a natural fit with the scientific process, where students create knowledge through problem-solving experiences.

Technology “brings the power of scientists; computational tools to learners” (Gordon & Pea, 1995) as well as a forum for creating a portfolio of work and thought. It assists in visualizing problems and situations, interacting with data, investigating problems and presenting observations. I see it as a window to the world where a teacher with an entire class or an individual student can see beyond their classroom walls to the many wonders of the world.

The design strategies create TSIL through the scientific process in conjunction with technology use. Students are presented with a real-world problem to solve, use prior knowledge to construct a hypothesis, develop a plan, carry it out and then reflect on and present their findings. They are also challenged with different scenarios and what if questions which are transferable life skills. The LfU model aligns with what I call natural learning: it happens naturally through life`s experiences. Through the creation and execution of various curriculum directed experience the learning can be deep and focused. I strive to foster this type of learning in my classroom and in my life.

References:

Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.

Edelson, D. C., Salierno, C., Matese, G., Pitts, V., & Sherin, B. (2002, April). Learning-for-Use in Earth science: Kids as climate modelers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.

Gordin, D.N., & Pea, R.D. (1995). Prospects for scientific visualization as an educational technology. Journal of the Learning Sciences, 4, 249-279.