Initial Research
Based on the reading, what broader educational challenges have provoked the author to do this research?
The teaching of science content and scientific process has been treated as separate entities in traditional science classrooms. Content has traditionally been taught through lectures, readings and depends on rote memorization. Scientific process has been taught through isolated experiments in a lab. The demand on science teachers to teach more content and to have students participate in inquiry learning activities has created a time crunch. How to find the time to promote deep, meaningful learning of content those students can apply to authentic scientific practices. Scientific reform of teaching practices and student learning has stalled. The authors’ intent is to provide a clear example of exemplary scientific inquiry learning using a technology enhanced environment that lead to deeper understandings of content in the context of scientific inquiry.
Explain the reasons for integrating digital technology as a key part of this learning experience.
Technology can play a significant role in the LfU framework and support students learning throughout the process. When reading Edelson’s (2001) article I kept thinking of NETS for teachers, standards of teaching in a digital age. According to ISTE NETS for teachers (2008) teachers should “Design and Develop Digital Age Learning Experiences and Assessments – Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.”
Applying NETS To WorldWatcher
- Technology supports the natural use of data, data analysis, provides students access to real data, information and the use of authentic scientific tools
- Technology makes abstract concepts concrete through the use of simulations, audio and other media
- Technology can be used to scaffold student learning, breaking the learning into incremental steps to provide time for constructing and connecting knowledge
- Technology can be used to create and store artifacts of student work that can easily be revisited, edited and revised through the use of EPortfolios
- Provides opportunities for students to present findings, information in a variety of real world formats and find information in various formats
- Promotes student reflection in an ongoing basis, provides concrete records that can be readily accessed, allows for multiple discussions, gives students time to process/analyze before responding
In what ways would you teach the Planetary Forecaster curriculum- differently or the same? Draw on scholarship to support your pedagogical directions.
- The Planetary Forecaster website provides an overview of how the Planetary Forecaster curriculum may be implemented. This curriculum follows a learner-centered approach, and it would be important that the teacher consistently observe, monitor and encourage student discourse and understanding. Some students may progress faster than others, so the teacher may need to provide some students with more assistance or provide additional activities for those in advance. Driver et al.(1994) suggests that one important role of the teacher is to listen to/ observe students, constantly diagnose their interpretations of learning activities and then plan activities to support student learning.
- Edelson et al. (2002) indicated that students displayed difficulty in comprehending the relationship between intensity and angle so perhaps this concept needs further review. According to Driver et al. (1994) “If students are to adopt scientific ways of knowing, then intervention and negotiation with an authority, usually the teacher, is essential.” Learners need to work in an environment that facilitates the examination of their ideas and prior knowledge, opportunities to observe others, discuss alternate perspectives which creates dissatisfaction with their current ideas, time to apply the new ideas and finally time to reflect on how their learning has changed.
- In addition to the hands on activities used to explore tilt and curvature I would add computer simulations that allow students to visualize the rotation of the Earth and how it interacts with the sun dependent on its tilt and curvature. Edelson (2001) suggests that through the use of technology real world phenomena that are not able to be directly observed by the learner can be presented through simulations and other media. These representations allow students to observe abstract concepts and bring the abstract into a concrete realm. An example of a resource to use with primary children would be from The Children’s University of Manchester
References
Driver, R., Asoko, H., Leach, J., Mortimer, E., Scott, P.(1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23(7), 5-12.
Edelson, D.C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching,38(3), 355-385.
Edelson, D. C., Salierno, C., Matese, G., Pitts, V., & Sherin, B. (2002, April). Learning-for-Use in Earth science: Kids as climate modelers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
http://www.iste.org/standards/nets-for-teachers.aspx