Anchored instruction in the Jasper Series, WISE’s scaffolded knowledge integration framework (SKI), the Learning for Use model when applied to My World, and applying the T-GEM cycle to Chemland explorations showcase the application of pedagogical design in response to ongoing research regarding effective technology-enhanced learning experiences (TELE) in mathematics and science classrooms. All four TELEs are driven by documented discrepancies between theoretical best practice and actual instructional approaches in all levels of education. Although varied in their application, each design is grounded in constructivist principles that focus on inquiry-based learning, mental models, socially constructed knowledge, and reflective conceptualization aimed at integrating both content and process outcomes of science or mathematics education. Reasons for pursuing this common pedagogical design are rooted in substantive conclusions of researchers who assert that “inquiry is associated with an array of positive student outcomes, such as growth in conceptual understanding, increased understanding of the nature of science, and development of research skills” (Khan, 2007, p.877). To achieve this authenticity within TELEs the design must be nourished by activities that “provide the opportunity to ground abstract understanding in concrete experience” (Edelson, 2001, p. 378). Reforming science and mathematics requires a pedagogical shift away from the passive “transmission approach [which] does not acknowledge the importance of the motivation and refinement stages of learning and relies too strongly on communication to support knowledge construction” (Edelson, 2001, p. 377).

While the tenets of How People Learn are most prominently applied to the Jasper Series and the development of anchored instruction, emphasis on pedagogically sound learning environments that embrace knowledge, learner, assessment, and community-centered principles is also woven into the pedagogical approaches attached to WISE, My World and Chemland. The degree to which each of these aspects are incorporated into the design structure of these TELEs varies, although all demonstrate a more concerted effort towards being knowledge and learner-centered beyond assessment and community-centered. The perceived authenticity of the inquiry plays a significant role in developing science process skills, conceptualization of content skills, and students’ connection with relevance of math and science outside of the classroom. All four TELEs strive to create an environment that promotes and nurtures learning from inquiry, as well as underscoring the importance of the facilitator’s role from a pedagogical perspective as technology is unable to independently and meaningfully guide students through this process.

Authenticity of the inquiry process is best illustrated in the Learning for Use framework and T-GEM cycle – each having potential in educational settings well beyond My World and Chemland. Investigating these two pedagogical approaches reveal a process-based structure that is emergent and tailored to students in a specific setting. Both offer cognitive and social affordances in learner-centered environments that move beyond the pre-packaged options of the Jasper Series or WISE projects. The depth of conceptualization possible in TELEs designed using these pedagogies provide students and teachers with an inquiry process that develops authentic problem solving skills, robust thinking skills and reflective practice. Every stage of the inquiry process is integral and must unfold explicitly for students if they are expected to develop effective knowledge organization indices that can be accessed in the future. Understanding the principles behind Learning for Use and T-GEM requires a broader comprehension of constructivism, situated cognition, abductive reasoning and inquiry-based learning. Implementing these approaches in a classroom involves the application of a holistic process that encompasses more than specific activity guidelines or steps, providing students with greater opportunities for skill transfer and improving teacher heuristics within technology supported inquiry learning (TSIL). The cyclical nature of Learning for Use and T-GEM parallels authentic inquiry in the scientific community and strengthens students’ abilities to evaluate and refine mental models as part of the process of abstraction. For successful integration, teachers must possess in-depth knowledge of their students and the ability to promote students’ gradual construction of knowledge individually and collectively.

“computer simulations are particularly valuable for science teachers because they help students visualize aspects of science that are either too large or too small to view, afford rapid testing of ideas, reveal trends in graphs or other representations, and provide extreme situations to support thought experiments and what if scenarios” (Khan, 2010, p.216)

Exploring these TELEs has created an increased impetus for reflecting on my own integration of computer simulations and technology enhanced learning experiences in my practice. Being able to better articulate my pedagogical approach in specific educational contexts and analyze how I am using technology to support students’ development of authentic inquiry processes has strengthened my TPCK, which in turn will strengthen my ability to design knowledge, learner, community, and assessment-centered learning environments that promote inquiry and conceptualization. T-GEM and Learning for Use pedagogy will be valuable resources in designing the inquiry-based classroom I envision. The scaffolded knowledge integration framework and anchored instruction principles have contributed to an increased understanding of inquiry-based learning and enriched my instructional design principles which will in turn positively impact my current and future practice. The limitations observed in the WISE project design have challenged my perception of how best to approach teaching inquiry using technology because a one-size fits all model, transmitting incremental procedural steps, is inadequate. I believe teachers need to carefully gauge students’ inquiry skills to determine authenticity or if they are merely witnessing the appearance of authenticity in the wake of poorly designed or poorly implemented pedagogy. First and foremost though, this necessitates a depth of understanding involving inquiry-based learning from an educator’s perspective that cannot be underestimated.

 image: Thinking by heyjudegallery released under a CC Attribution – Share Alike license

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., Salierno, C., Matese, G., Pitts, V. & Sherin, B. (2002). 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.

Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.

Khan, S. (2010). New pedagogies for teaching with computer simulations. Journal of Science Education and Technology, 20(3), 215-232.

Linn, M. Clark, D. & Slotta, J. (2003). WISE design for Knowledge Integration. Science Education, 87(4), 517-538.

Pellegrino, J.W. & Brophy, S. (2008). From cognitive theory to instructional practice: Technology and the evolution of anchored instruction. In Ifenthaler, Pirney-Dunner, & J.M. Spector (Eds.) Understanding models for learning and instruction, New York: Springer Science + Business Media, pp. 277-303.