How is knowledge relevant to math or science constructed? How is it possibly generated in these networked communities?
Knowledge of math or science is constructed through a variety of experiences both personally and socially (Driver, Asoko, Leach, Scott, & Mortimer, 1994); experiences that we acquire from the beginning of our existence. While we might not label them or differentiate them as “math/science”, these interactions with our world become part of our knowledge. We want to expose our students to many different experiences, and these networked communities are one such avenue.
As we are all well aware, we each have different life experiences. My experiences with a family very comfortable with the outdoors gave me different experiences than my friends who never went hiking, camping or star gazing. I got to attend the “ultimate fieldtrip” to NASA to study science when I was in grade 11 and got to experience and construct knowledge in a much different way than others who did not attend. Fieldtrips and experiences such as these are not accessible for a number of reasons such as safety and expense. Even at my school in the Fraser Valley, going into Vancouver to go to Science World or the Vancouver Aquarium is too costly to take our students. Though not everyone will have these experiences, I believe that everyone deserves the opportunities to learn, and virtual fieldtrips allow educators, parents, and anyone else who wants to learn, that opportunity. As was shown in Spicer & Stratford (2001) students feel that these virtual fieldtrips should not replace fieldtrips, where possible, but could offer pre- or post-trip learning opportunities. As they also outlines, virtual fieldtrips (VFT) are “good but not a substitute”.
When these in-person opportunities are not available to our students, I think that many teachers get creative. While not a virtual field trip, Science World offers Scientists in Schools (https://www.scienceworld.ca/sis) where real scientists or professionals in STEM subjects come into your classroom and do hands-on activities with your students – free of charge. I’ve had some amazing experiences with these professionals and students get hands on inquiry learning. Students have the opportunity to construct math/science knowledge in a very different way than what many teachers are doing in their classrooms and via the guidance of experienced professionals.
Informal learning environments such as The Exploratorium (www.exploratorium.edu) are excellent digital resources. The variety of experiences that students can participate in, from apps to videos to activities, gives students the opportunity to involve themselves, either in the context of a lesson, or purely out of interest was phenomenal. The connectivity to real world happening (this summer’s Solar Eclipse for example) provides students with context and real-world application of knowledge. These learning environments, extend “learning opportunities outside of formal school” and assimilate, ‘IT technologies transforming them into new practices and applications to support their curiosity and interests” (Hsi, 2008). They also allow students to bring home their learning and converse with parents, as they are also able to access the materials that their children are using. In school, the important social connections can still be made through careful planning by the teacher.
While I do not believe these virtual experiences should replace traditional field trips, they can afford students and others new, meaningful, and experiential science/math opportunities. With rapid advances in technology the possibilities are “endless”.
References
Driver, R., Asoko, H.,Leach, J., Scott, P., & Mortimer, E. (1994). Constructing scientific knowledge in the classroom. Educational researcher, 23(7), 5-12.
Hsi, S. (2008). Information technologies for informal learning in museums and out-of-school settings. International Handbook of Information Technology in Primary and Secondary Education, 20(9), 891-899.
Spicer, J., & Stratford, J. (2001). Student perceptions of a virtual field trip to replace a real field trip. Journal of Computer Assisted Learning, 17, 345-354.