The WISE project I examined was “Photosynthesis” (ID:2276). It was designed for students in grades 6 to 8 and included a variety of dynamic visuals and simulations. The supporting material that accompanied these visuals included scaffolded questions. At the beginning of each new lesson, students were asked to make predictions. For example, students were asked, “ How do you think plants get energy?”. This allowed students to share their personal theories and ideas. Through sequential lessons, students were provided with given opportunities to build and refine their understanding. According to Linn, Clark, and Slotta (2003), learners construct their understanding of a topic through active reasoning that connects with their previous views or experiences. In this way, students could have an opportunity to reflect on their personal theories and ideas before lessons and make connections or refine their thinking throughout their assigned work. Along the way, students were also given opportunities to test their understanding by being given multiple choice questions and fill in the blank activities. I was impressed with the detail and the sequence of lessons. Each lesson drew and built on knowledge gained from previous lessons.

One way to further develop knowledge integration would be to insert discussion points along the way. According to Linn, Clark, and Slotta (2003), when students learn from each other they encounter different views that help them sort out their ideas and develop their thinking. Part of knowledge integration involves bringing to light different views on scientific phenomena and sharing ideas and questions. For example, I would pose the question, “How do you think plants get energy?” and instruct students to record their response, and read and respond to the ideas of their classmates.

Another strategy would include using the draw tools in WISE for students to generate their own visualization. Visualizations that are either provided or generated by students help to support learning. Slotta and Linn (2009), identify that visualizations can help students to analize, building connections, build a narrative about results, and draw attention to important and salient pieces of information. In the photosynthesis project, I would have students create their how diagram of how energy is transformed and used by plants to help them grow.

I was impressed with WISE and the range of topics available in the library catalog. WISE technology and curriculum environment is an effective way to make science accessible. Using instructional material that allows students to extrapolate their own understanding and engage in active reflection helps to enhance understanding and deep learning.

References
Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education, 87(4), 517-538. doi:10.1002/sce.10086

Slotta, J. D., & Linn, Marcia C. (2009). WISE Science: Inquiry and the Internet in Science Classrooms (draft). Teachers College Press.