What is LfU?

• Framework created with learning environment designers in mind for content intensive, inquiry based science activities
• Based on both cognitive and situated learning theories
• Applied to Middle school Earth and Space science
• Learning activities that develops useful knowledge which is accessible and applicable in relevant situations
• Must foster engagement
• Based on 4 learning principles (resembling the Learning Cycle[Renner & Stafford, 1972] which consists of 3 stages:  exploration, invention, and discovery ):
• 
• • Learning takes place through the construction and modification of knowledge structures. (CONSTRUCTIVISM)
  • Knowledge construction is a GOAL-DIRECTED process that is guided by a combination of conscious and unconscious understanding goals.
  • The circumstances in which knowledge is constructed and subsequently used determine its accessibility for future use.
  • Knowledge must be constructed in a form that supports use before it can be applied.

LfU is a 3 step process involving MOTIVATION, KNOWLEDGE CONSTRUCTION and KNOWLEDGE REFINEMENT- it is not linear but rather cyclical and dynamic in use

• Every LO must have activities that are designed to meet each stage in the 3 step process
• 3 open issues around LfU- mastery of science content, framework to incorporate effective learning activities and TSIL will contribute to reform

What broader educational challenges have provoked the author to do this research?

-integrating constructivist strategies into science classrooms

-a desire to meet rigorous content and process standards in effort to promote inquiry based learning in science

-potential for TSIL (technology-supported inquiry learning) to foster inquiry learning activities in science through the use of technologies

-the need for education reform

-to find ways to alleviate the pressure from teachers to ensure scientific skills are being covered and not just knowledge

-to reduce resistance to Learning Cycle type inquiry learning by making it user-friendly and intuitive technologies that motivate learners

-need for students to construct knowledge and then have opportunities to build and refine that initial construction of knowledge within a supportive interface

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

In a nutshell- because is MOTIVATES, enables students to CONSTRUCT knowledge and then to REFINE that knowledge which is the desired outcome of the LfU model.

TISL promotes the integration of technology into schools because computational technologies have an important role in science for data collection/analysis/ modelling, plus IT offers storage and presentation opportunities which is in line with the science topics being covered in the research

• Students make hypotheses, collect/evaluate evidence, and support conclusions with evidence using different technological tools
• Uses progress portfolio and WorldWatcher and the technology supports artefact construction, data analysis, visualization and record keeping
• Employs the 6 design strategies- create demand, elicit curiosity, observe, communicate, reflect & apply by employing technology for each step and thereby enhancing the learning experience

Planetary Forecaster– the name of the inquiry unit which investigates the habitability of a new planet- students must understand relationships between curvature, land/water heat capacity, tilt and topography which requires significant prior knowledge and requires a content-process delivery mode-learning environment which has the motivate-construct-refine steps in place

• Progress portfolio enables students to store and refine their hypotheses as the project unfolds- opportunities for metacognition, hands on learning
• Students had fragmented misconceptions prior to the unit and misconceptions remained after the unit as well though less, indicating the unit impacted their understanding but was not successful and perhaps this is due to the degree of difficulty of this unit? And not the effectiveness of the technology

References:

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. Download this paper as a Word document from Northwestern University’s site: http://www.worldwatcher.northwestern.edu/userdownloads/pdf/LFU_PF_NARST02.v3.doc

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. http://onlinelibrary.wiley.com/doi/10.1002/1098-2736%28200103%2938:3%3C355::AID-TEA1010%3E3.0.CO;2-M/abstract