Month: March 2009

What is the author’s theory of learning?

The authors general theory of learning is constructivist, in that he believes meaningful learn only occurs when students build their own models and understanding of concepts. He believes that effective learning occurs when students are motivated to investigate a topic due to their realization that they lack knowledge of something they want to know. His “Learning for Use” theory includes the idea that students should find the information vre seeking useful, so that they understand why they are studying something and are interested in the results of their studies.

I find this theory fascinating. It is an application that can be applied to many different types of constructivist learning, such as problem-based learning, as it supplies a method to follow to achieve every educators desired result; knowledge gains for their students.

Explain the reasons for integrating digital technology as a key part of this learning experience.

Technology takes on a number of roles in this TELE. It is used as a design tool, to allow the students to create their maps of the world. It is a source of information for the students, when it is utilized to supply topographic maps, temperature data, etc. It is an analysis and record-keeping tool, allowing the students to save their work as they progress and providing the ability for them to look back at earlier drafts of their work, to allow for reflection on their thinking and learning process. I like the fact that technology is not the only aspect of this program. Students are asked to communicate and collaborate with their peers, to share their questions and their breakthroughs, so that the essential factor of human interaction is not lost in this program.

I am really interested in WISE, a well-worked out example of a TELE.  The ways in which it works with the student to help them think about what they are learning, and find connections between content and the real-world is very nice to see.  I like how this program is very interactive, the student doesn’t simply sit and click, they are expected to add reflections and create something by the end of the lesson.  I am excited to see how/if my design group is able to expand upon this platform to create a user-friendly, locally adaptable series of lessons to be included with laptops being shipped to developing countries.

What are several challenges students have with understanding earth science?

Earth science has a very broad scope, encompassing everything from weather patterns, to ocean currents etc. I believe students face a number of challenges when addressing this broad topic:

· It is difficult for them to envision the vast amount of spaces involved when discussing the distance of the earth from the sun, etc.

· They have spent their life being told various stories about why the things they see around themselves happen the way they do. The large number of misconceptions about earth science topics means we may be likely telling them something in contrast to what they’ve always been told by people they respect (parents, etc.) who may also have been misinformed

· Relationships that students have learned from life experience may not translate exactly to earth science. For example. they know that the closer you stand to a fire, the warmer it is. They’ve been told that the sun is a large ball of fire. It is then logical to conclude that the sun is closer to us in summer when it’s warm, and farther away in winter when it’s cold.

· In the case of things such as the sun, clouds, weather patterns, etc. these are all “theoretical” to students. They aren’t things that they can touch or explore with their hands. It is difficult to have students imagine that the world is rotating, when they can’t see it immediately for themselves.

In what ways would you teach the Planetary Forecaster curriculum- differently or the same?

This curriculum is planned out very careful to encompass 27 class periods. Designed as a suitable curriculum for 7^th grade students in the state of Illinois, Edelson et al. (2002) suggested that it could be taught to anywhere from a 6^th to 8^th grade class. As a secondary school teacher, I can only critique this based on my secondary science experience. To me, 27 class periods = 27 days of science 8 class. If you consider a typical 8 block school system, where students have science class every 2^nd day that would mean that it would take nearly 11 weeks of classes to work through this curriculum. That is a substantial chunk of the school year. While I definitely see benefits in this curriculum, to utilize effectively in a high school setting I would definitely need to accelerate the rate in which it is taught!