The Web-based Inquiry Science Environment (WISE) works with teachers, researchers and scientists to create technology enhanced, interactive, inquiry based projects. All of these projects are then editable by teachers to help fit the needs and interests of their students. The project that I chose to edit and revise was called Photosynthesis (ID 23333). I chose this topic as this is one of the topics my class will be learning about in our upcoming science units. I was really impressed with how interactive these projects were. “WISE has also proven its worth for students and teachers in classrooms around the world. This project can be judged a success based solely on the number of teachers who have adopted WISE in their science courses for all topics from grades 6-12 (ages 11-17). More than 100,000 students have now participated in a WISE inquiry project, and more than a thousand teachers” (Slotta & Linn, p.4).
These projects appeal to all types of learners. For example, our visual learners are able to learn through diagrams and videos. They also have some interactive activities that create opportunities for the students to actively engage in their learning. The students are also provided with a variety of ways to show their learning. The Photosynthesis project has multiple choice and short answer questions, as well as drag and drop activities. I would have my students work in pairs to create opportunities for them to collaborate, communicate and problem solve together. I think these projects would work great in a constructivist setting as the students get to learn at their own pace while they work through the different activities. The teacher can guide the students when they are having difficulty. The activities provided in this project, give the students immediate feedback so that they can go back and review the material if needed. If students show an interest in a particular topic, they would be able to branch out and explore the areas of interest in more depth.
I made a couple of changes to the Photosynthesis project. First, I added a BrainPop video about photosynthesis after the page titled “what is photosynthesis.” I did this just in case the students did not understand the diagram or needed a more thorough explanation.
For the open ended questions (listed below) I will have the students write their ideas down on a large post-it note paper that will be displayed in the room. This will give us discussion points after the whole class had completed the project in partners. I find that this helps students expand their thinking.
- Plants Out in Thin Air: Have a look at the healthy plants below. Notice anything they don’t have?
- But how do plants turn these elements into glucose? What do plants do with light energy during photosynthesis?
After my students have completed this project, I would probably make more edits and changes to it. I would use the feedback that they provide to help guide these changes. I found that I did not need to make very many changes as the author of this particular project did a great job. I also think that as I become more comfortable with using this program, I would feel more comfortable making more changes. The next project that I am interested in editing is Climate Change as my students will be working on this topic during Earth Month (April).
References:
Slotta, J. D. & Linn, M. C. (in press). WISE Science: Inquiry and the Internet in the Science Classroom. Teachers College Press.
Hello Nicole,
We both decided to photosynthesis project and saw the need to add more visuals to the project. You mentioned in your post that WISE projects, “appeal[s] to all types of learners”. What about those students with a learning disability, when the text is too complicated for them to read?
As well, do you think the students would better understand these curriculum outcomes if there were hands-on activities rather just doing it than online? For example, my school has a mobile greenhouse that stays for a month. The student’s plant experiments enhance the learning of this concept. I am wondering if providing both (online and hands-on PBL) would help with misconceptions and further their understanding of photosynthesis?
I liked your suggestion to ask for student feedback and input to make changes to the projects.
Hi Mary,
I think my post wasn’t super clear. I wouldn’t use these projects as the only teaching tool in a unit. As you mentioned, students need to participate in hands-on learning. As for students with a learning disability, these students would need to have their work adapted based on their IEP. This would be true when using any type of program or resource. The individual needs of the students need to be considered.
Thanks for sharing your ideas.
Nicole