This may be a bit of a scattered post as I try to organize my thoughts.
As I read and explored, and then read and explored more, I found I was constantly reworking and reframing my ideas and opinions around WISE. I am open and upfront about science not being my comfort zone and it has been this way since I was a kid. Anything that can help me teach science, I am game for! Early in my career, if I could away with teaching no science I would. However, I could plainly see how much kids loved the opportunities that science provided and knew I had to find a way to make it work. Inquiry was the way I bridged the gap between my lack of confidence, comfort, and knowledge and students insatiable desire to learn. Williams, Linn, Ammon, and Gearhart (2004) explain that “Inquiry teaching is challenging for many elementary science teachers, because it requires them to integrate and utilize deep understandings of science content, pedagogy, and technology” (Williams, Linn, Ammon & Gearhart, 2004, p. 190). As I read this I was not sure I agreed. Inquiry teaching did require me to have a deep understanding of the pedagogy and skills I wanted students to develop but I didn’t need an in depth knowledge of the content for the students to do deep learning.
As I explored the WISE project I selected on plate tectonics and admittedly, had difficulty answered some of the questions, I realized there was no way I could have facilitated this kind of inquiry learning in the classroom. I questioned myself; was I really facilitating inquiry learning? Throughout the project I continued to learn science content but it felt very cookie cutter. I failed to see where the students’ and teachers’ choices and voices would become a part of the process. Linn, Clark, and Slotta (2003) defined inquiry as “…engaging students in the intentional process of diagnosing problems, critiquing experiments, distinguishing alternatives, planning investigations, revising views, researching conjectures, searching for information, constructing models, debating with peers, communicating to diverse audiences, and forming coherent arguments” (Linn, Clark & Slotta, 2003, p. 518). Nearing the end of the project, when the sections of the project came together, I grew to believe that WISE projects can support authentic inquiry projects established by students and teachers in classrooms. Alone, they do not engage students in enough planning, searching, and decision making on their own. Essentially the teacher and project designer has already made many decisions before the student has come in contact with the project. However, the graphics and delivery of content makes WISE an excellent vehicle to support authentic inquiry in the classroom.
Linn, M., Clark, D., & Slotta, J. (2003). WISE design for knowledge integration. Science Education, 87(4), 517-538. http://dx.doi.org/10.1002/sce.10086
Williams, M., Linn, M., Ammon, P., & Gearhart, M. (2004). Learning to Teach Inquiry Science in a Technology-Based Environment: A Case Study. Journal Of Science Education And Technology, 13(2), 189-206. http://dx.doi.org/10.1023/b:jost.0000031258.17257.48
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http://www.spencerauthor.com/wonder-week/
Hi Allison,
I perused the WISE on plate tectonics and would tend to agree, like many of the WISEs, it felt a bit cookie cutter and linear. That said, I was blown away by how the system could assess my written responses and provide feedback on where I could expand upon ideas. It felt very A.I.!
While WISE might still be a bit overly prescriptive in its delivery of content, it does offer some insight into the potential of computer-facilitated scientific inquiry. If it were to be perfect, I’d genuinely be concerned about my job security.
I could see WISE as a fantastic complement to a unit of study. I think the feedback that WISE offers provides accountability that would motivate students to take care in writing their reflections and take activities seriously. Perhaps in time, WISEs will be better able adapt to the interests of each student providing a more authentic learning experience for the students.
Last year I took a break from senior math and taught grade 6/7. At the start of a science unit, I would sometimes have the students log onto the World Book Online (i.e. kid-friendly Wikipedia) and read a page pertaining to a major topic of the unit. I would give them 30 minutes and they could follow any linked word and report out on a term that took their interest. My students always enjoyed this simple activity because it gave them ownership over what they learned while still holding them accountable for their learning. In my short experience with WISE, I found they succeed in holding students accountable but aren’t yet flexible enough for students to take full ownership of their learning. I’m really intrigued what the future will hold for facilitated inquiry technologies like WISE.
Bryn,
That is a really good point. You have to start somewhere and WISE does give a great starting point.
Ally