Using Technology to Foster Exploration and Reflection in Science

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Presentation delivered at the 2010 Illinois Computing Educators conference.

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  • Who we are
    Why we are here
  • Who we are
    Why we are here
  • Strands inform one another
    Strands often come together in particular projects, as in the project described in this presentation
  • How might you introduce this tool in your classroom?
    How might you use it over time?
    What does it convey to students about science?
  • Why?
    What does this look and sound like?
    How does this approach address students’ learning of science content and science process skills?
    What are the challenges and barriers to using this approach in elementary school classrooms?
  • Just an overview – more detail later in the session
    Tool development – developing, enhancing curriculum materials
    Direct services – formal and informal PD and coaching
    Research and Development – Used multiple data collection methods: feedback logs, classroom observations, interviews with teachers, focus groups with kids, student work
  • Discuss a sample lesson with and without the technology – Lesson 5
    Provide printed copies.
  • Next slide embellishes on some of the kid categories
    AT the teacher stage, show the wiki at this point…
  • Next slide embellishes on some of the kid categories
    AT the teacher stage, show the wiki at this point…
  • The learning curve might be steep at first, but then technology really deepens the learning.
    Get the motion probe out. Do a little piece of it.
  • The learning curve might be steep at first, but then technology really deepens the learning.
    Get the motion probe out. Do a little piece of it.
  • The learning curve might be steep at first, but then technology really deepens the learning.
    Get the motion probe out. Do a little piece of it.
  • The learning curve might be steep at first, but then technology really deepens the learning.
    Get the motion probe out. Do a little piece of it.
  • The learning curve might be steep at first, but then technology really deepens the learning.
    Get the motion probe out. Do a little piece of it.
  • Digital Media Workspace - media sharing, remixing and publishing tools
    Connections Workspace – communication tools for interacting with multiple audiences
    Resources – bibliographies, handouts, links
    Assessments – rubrics, customizable and personalized, formative and summative
  • Using Technology to Foster Exploration and Reflection in Science

    1. 1. February 25, 2010 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
    2. 2. Goals for Session Share some of our past work Discuss potentials and challenges Present ideas for future work
    3. 3. About CEMSE The 3 overlapping strands of our work: Tool Development Direct Services Research and Development
    4. 4. Science Companion A PreK through Grade 6 Inquiry-Based Science Curriculum
    5. 5. The “I Wonder Circle” : A Tool for Inquiry Science
    6. 6. Our Working Premise Children learn science by engaging in the work of scientists (“inquiry”)
    7. 7. 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
    8. 8. 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
    9. 9. A Science Companion Sample Lesson
    10. 10. 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)
    11. 11. 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)
    12. 12. 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.)
    13. 13. Rebecca Rahmel
    14. 14. Rebecca Rahmel
    15. 15. Rebecca Rahmel
    16. 16. Annalise Gudonis
    17. 17. Annalise Gudonis
    18. 18. 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
    19. 19. Science and Technology Together Digital Media Workspace Connections Workspace Resources Assessments
    20. 20. 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?
    21. 21. 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
    22. 22. 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.
    23. 23. Contact Information Liz Lehman emlehman@uchicago.edu Lucy Gray lucyg@uchicago.edu 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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