In what ways would you teach an LfU-based activity to explore a concept in math or science? Draw on LfU and My World scholarship to support your pedagogical directions. Given its social and cognitive affordances, extend the discussion by describing how the activity and roles of the teacher and students are aligned with LfU principles.

I would incorporate Google Earth into an inquiry project where the students are challenged to find two or more different shaped real-life world structures (solids) that have the same volume or surface area.  It would be ideal to infuse many opportunities for collaboration/discussion amongst the students when possible. These communications do not necessarily need technology, but rather an opportunity to communicate ideas, difficulties, arguments, and connections.

Motivate

The context of the inquiry itself creates demand.  Students will need to calculate surface areas and volume to complete the task. Using Google search can give students a starting point from which they can build hypotheses and initial projections.  The initial research may present a gap in their knowledge with calculating surface area or volume of real-life world structures which elicits curiosity. Through the process of making predictions students will be relying on prior conceptions.  Edelson (2001) declares that “articulation of prior conceptions has been recognized as a valuable technique for identifying potential misconceptions and for activating existing knowledge structures to which new knowledge can be connected” (p. 376).

Knowledge construction

Using Google Earth allows students to compare, take measurements, and observe the solid structures from all over the world via firsthand experience, which could not be done otherwise. Students or teachers may interact with media or each other to foster communication to support knowledge construction.  I think it is important to note that knowledge construction does not always happen on the first exposure of a step by step process.  Often it is a “continuous, iterative, often cyclical process that consists of gradual advances, sudden breakthroughs, and backward slides” (Edelson, 2001, p. 377).

Knowledge refinement

Through reflection and application, students can refine their knowledge so it is established for future retrieval and use (Edelson, 2001).  I would use structured journal entries for students to compile a project journal that they can use to share and discuss with other students. Other teachers or disciplines may choose to use a collaborative learning environment that would facilitate discussions.  I would specifically have students compare their initial projections with their results and reflect on how the thought process has changed in making those predictions.  The students would also use applications that would enable them to create a final presentation of their reflections including their initial/final thoughts. This last step allows technology to be a tool of necessity for students to apply their newly constructed knowledge.

While this activity does not factor in GIS software, this concept is related to spatial literacy.  A teacher may wish to expand on connections to spatial literacy, especially since Google Earth may be a suitable tool to do this with. Realistically, “a spatially literate workforce and citizenry able to access, manage, visualize, and interpret information, also capable of multidimensional thinking, are vital to… address the world’s complex problems (Perkins, Hazelton, Erickson & Allan, 2010, p. 213).

References

Edelson, D. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal Of Research In Science Teaching, 38(3), 355-385. doi: 10.1002/1098-2736(200103)38:3<355::aid-tea1010>3.0.co;2-m

Perkins, N., Hazelton, E., Erickson, J., & Allan, W. (2010). Place-Based Education and Geographic Information Systems: Enhancing the Spatial Awareness of Middle School Students in Maine. Journal Of Geography, 109(5), 213-218. doi: 10.1080/00221341.2010.501457