Using Technology to Foster Exploration and Reflection in Science

Using Technology to Foster Exploration and Reflection in Science
Liz Lehman and Lucy Gray
Center for Elementary Mathematics and Science Education
University of Chicago
Annalise Gudonis and Rebecca Rahmel, Arlington Heights School District 25
February 25, 2010

Goals for Session
Share some of our past work
Discuss potentials and challenges
Present ideas for future work

About CEMSE
The 3 overlapping strands of our work:
Tool Development
Direct Services
Research and Development

Science Companion
A PreK through Grade 6 Inquiry-Based Science Curriculum

The “I Wonder Circle” : A Tool for Inquiry Science

Our Working Premise Children learn science by engaging in the work of scientists (“inquiry”)

Both are important for elementary students.
Both should be developed with age-appropriate activities and expectations. (SC Big Ideas encompass both disciplinary content and process skills.)
They should be connected and reinforce one another. For example:
Children learn about the properties of rocks by doing careful observation;
AND
Children learn how to do careful observations by being given a meaningful context and purpose for developing/practicing this skill (e.g., observing rocks and recording properties)
Content and Process

Technology Enhancements for Science Companion
Summer, 2009 – IL District 25 (Arlington Heights) “Summer U”
Tool Development - Incorporated technology into lessons from two units:
Collecting and Examining Life (Grades K and 1)
Motion (Grades 2 through 4)
Direct Services – Supported teachers as they used the tech-enhanced units
Research and Development – Collected data from teachers and students about their experiences

A Science Companion Sample Lesson

Technology Tools for Enhancing Inquiry
Tools for gathering scientific information, such as databases and websites
Tools for data collection and analysis, such as probeware, other real-time data collection tools, pictures, and graphs
Tools for modeling scientific phenomena, such as simulations and mathematical models
Tools for communication, such as video and personalized web pages
(adapted from the Association for Science Teacher Education)

Arlington Heights Pilot: Adding Tech to Support Inquiry
Two main uses of technology:
Technologies focused on students’ interactions with science content (e.g., motion sensors, digital microscopes)
Technologies focused on promoting student communication and reflection about their science experiences (e.g., daily journal in class wiki and VoiceThreads )

Arlington Heights Pilot: Adding Tech to Support Inquiry
Two collaborative spaces
Private planning wiki for teachers and CEMSE
Public wiki for teachers, students, and families
Resources
Lesson-embedded technology suggestions
Google Book Search bibliography
Vetted, point-of-use “digital resources” (websites, United Streaming, etc.)

Rebecca Rahmel

Annalise Gudonis

Next Steps
More Science Companion “technology-enhancements” for Arlington Heights and others
An NSF DRK-12 proposal for Science and Technology Together, an integrated science and technology curriculum with:
Integrated science and technology lessons (delivered and accessed online)
An online environment designed to engage teachers and students in expanding upon, personalizing and connecting with one another about classroom and related experiences, including those they initiate

Science and Technology Together
Digital Media Workspace
Connections Workspace
Resources
Assessments

Going Forward
What are the potentials for using technology to support elementary inquiry-science learning (and vice-versa)? How can technology improve elementary science instruction?
How do we balance elementary students’ need for first-hand, hands-on experiences in science with the capability that technology offers to do things quickly, remotely, almost “magically” it sometimes seems?
What technologies are most appropriate for elementary science teaching and learning?
How do we best ensure that teachers and students have access to these and know how to use them well?

Your Input
What would you like to see in an inquiry-based elementary science curriculum?
Share your thoughts and ideas with us.
http://tinyurl.com/sciencecompanionice

Additional Readings
Harlen, W. (2001). Primary Science: Taking the Plunge. Portsmouth, NH: Heinemann.
National Research Council. (2000). Inquiry and the National Science Education Standards: A Guide for Teaching and Learning. Washington, DC: National Academy Press.
National Research Council. (2005). National Science Education Standards. Washington, DC: National Academy Press.
Watson, B., & Kopnicek, R. (1990). Teaching for Conceptual Change: Confronting Children's Experience. Phi Delta Kappan, May, 680-684.

Contact Information
Liz Lehman [email_address]
Lucy Gray [email_address]
University of Chicago Center for Elementary Mathematics and Science Education http://cemse.uchicago.edu
Science Companion http://sciencecompanion.com
Our survey: http:// tinyurl.com/sciencecompanionice

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Using Technology to Foster Exploration and Reflection in Science

by Lucy Gray on Feb 25, 2010

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