WP6K: INTERACTIVE COMPUTER ANIMATIONS M. Fatih Taşar Betül Timur Gazi Üniversitesi

WP6k: Interactive computer animations in IBST/E  Gazi Üniversitesi: GU will produce a teacher development module on the use of interactive computer simulations/animations in IBST/E.  The function of these simulations/animations is to clarify underlying mechanisms of natural phenomena.  The module will be available online as well as in hardcopy- workbook format and can also be used as the basis of teacher professional development workshops.  It will enable teachers to develop content knowledge as well as pedagogical approaches and tools for teaching natural phenomena.  It will take approximately 2-3 hrs to complete in the online and hardcopy versions  and we will also provide a 3 days extended workshop.

Inquiry learning (de Jong, 2006)  Inquiry learning is defined as “an approach to learning that involves a process of exploring the natural or material world, and that leads to asking questions, making discoveries, and rigorously testing those discoveries in the search for new understanding”.  This means that students adopt a scientific approach and make their own discoveries; they generate knowledge by activating and restructuring knowledge schemata.  Inquiry learning environments also ask students to take initiative in the learning process and can be offered in a naturally collaborative setting with realistic material.

 Developments in information and communication technologies – ICT (e.g. computer simulations and animations) offer a great potential for more effective inquiry learning.  By manipulating variables in a virtual environment students can observe various aspects of the natural phenomena.  Such experiences in the virtual space can enable students to discover the scientific ideas underlying these phenomena.

 It is more desirable to have students go through authentic experiences.  When this is not possible, practical, or affordable then inquiry learning in a virtual environment can play an important role and provide a real-like simulated learning environment.

Procedural Knowledge Science Process Skills: Procedural Knowledge  Inquiry learning will give the necessary means and basis to learn the skills required to be learned by science curricula.

 de Jong (2006):  “Sound curricula combine different forms of tuition, both inquiry learning and direct instruction. Inquiry learning may be more effective in acquiring intuitive, deep, conceptual knowledge; direct instruction and practice can be used for more factual and procedural knowledge. Ultimately, we want students to gain a well-organized knowledge base that allows them to reason and solve problems in the workplace and in academic settings. Finding the right balance between inquiry learning and direct instruction, therefore, is a major challenge.”

What we have done in the past 9 months  We reviewed the literature  to understand the situation in Turkey  and  the state of the art of inquiry teaching supported by ICTs.  Also, we focused on teachers since they are the ones who will ultimately teach the subjects in classrooms.

The seven learning areas of Turkish Primary Science & Technology Curriculum for grades 4-8: Four content areas supported by three supporting interwoven areas.

TPCAK  Therefore, we focused on TEACHER PEDAGOGICAL CONTENT KNOWLEDGE – TPCAK.  Developing an effective teacher professional development program will also require an understanding of teachers’ needs and how to interact with them during and after a PD program.

To conclude:  We are planning to collaborate with a private company which is developing web based interactive content.  This company, SEBIT, Inc., is owned by Turkish Telekom and they have donated the e-learning platform to Ministry of National Education.  We think that they will be helpful for reaching more teachers for disseminating the PD program that we are developing.  They will also be able to benefit from our knowledge base.

Merging IBST/E & ICT  We will develop sample simulations and animations and will also use existing ones and in delivering the PD we will adapt a “targeted approach” for teachers’ needs.  We will first apply our program on preservice teachers and try to refine during spring  This will give us an opportunity to disseminate our WP to preservice teachers as well.