1. Ewa Kedzierska CMA, The Netherlands ICT tools to enable context-rich and authentic Science Education

2. The Puzzle of Tacoma Narrows Bridge Collapse The suspension bridge collapsed shortly after it was opened to traffic

3. “Ah-Ha” experience “… I have come to believe that a key element in a memorable classroom experience for most people is what I call the “Ah-Ha” experience. Time and time again people tell me of an experience in a classroom setting when some concept suddenly clicked for them. …’ Prof. Bob Fuller

4. A “puzzle” The “Ah-Ha" experiences are preceded by experiences that are puzzlements to our minds. Context An interesting theme shows need of understanding of science. Technology Provide tools to investigate the phenomena Instructions Experiments and models provide base to understand science concepts.

5. Constructivist approach Process of learning should be a constructive mental process. In this approach people gradually change their patterns of reasoning and advance from from one level of understanding to another. They actively searches for relationships and patterns to resolve contradiction and to bring coherence to a new set of ideas.

6. Intrinsically motivating We must somehow make it intrinsically motivating. According to Thomas Malone three aspects of learning experience that can make it intrinsically motivating: Fantasy - the theme or story line, Challenge – meaningful to the learners, science connected to everyday events, Curiosity – a learning task needs to proved an optimal level of informational complexity for the learners to be attracted.

7. IBSE approach Not to transfer scientific knowledge but rather to enhance students’ ability to reason and to become independent learners who are capable of: Identifying questions that guide scientific investigations Designing and conducting scientific investigations Using technology to improve investigations and communications. Formulating and revising scientific explanations and models using logic and evidence. Recognizing and analysing alternative explanations and models. Communicating and defending a scientific argument.

8. Learning cycle Can be used to structure Inquiry-based science lessons. An effective model for science instructions introduced by Karplus as a model of three phases, Exploration, Invention, and Application. Later extended to 5 phases - 5E model

9. Engagement – The teacher creates interest and generate curiosity in the topic of study. Exploration – The teacher engages students in inquiry. Explanation – The teacher facilitates data and evidence collected during the exploration and often explains scientific concepts associated with the exploration. This helps students to think and describe their investigations and experiences in scientific terms. Extend (Elaborate) – the teacher helps reinforce the concept by extending of applying the evidence to new situations. Evaluate – the teacher post higher-order questions that help students to make judgments, analyses, and evaluations of their work. 5E Learning cycle

10. Coach – “Open” software environment Constructional Tools Context and Information ICT tools for constructing new information and understanding: ICT tools for presenting context and additional Information: Data-logging Control Data processing Modeling Animations Texts Illustrations Movies Internet resources

11. Few examples Tacoma Narrows bridge Data logging Control Video experiments Modeling Bungee Jumping Data logging Video measurement Modeling Animation Bouncing balls Video measurements Modeling sequence Human Eye project Control Video measurement Data processing

12. Authentic science projects Challenging practical investigations. Students can work “as professional scientists do”: collect high-quality, real-time data, construct and use computer models, use simulations and visualizations, compare results from experiments, models and theory. Bridge the gap to real life context. Students do not need the full-time supervision (own investigations), they are active and responsible for their learning

13. Integration of different tools Engage students investigations that include modeling and measurements Compare data from the model with experimental data. Compare graph with animated motion in a simulation. Compare a simulation with observations during a data-logging experiment.

14. Emphasize modeling cycle and develop a critical attitude by Going several times through a modeling cycle Modeling cycle (Blum&Leiß (2005)

15. The role of teacher On their own, ICT tools cannot guarantee learning outcomes. Much research has demonstrated that the role of the teacher in mediating the use of ICT is of crucial importance For tools to be successful, skills are needed to make their use effective. Newton & Rogers identify three types of skills that are necessary.

16. Operational skills These are technical skills for operating the computer and software (the manipulation of the computer hardware and knowledge of the features in the software).

17. Procedural skills These are strategic skills for performing activities in a manner which benefits teaching and learning. The importance of procedural skills is that they are about putting theory into practice – applying knowledge, applying the ICT tool for the purpose of learning or understanding.

18. Pedagogical skills – Teacher domain These are teaching approaches which benefit learning: Understanding of the special value of the ICT method and exploiting its full potential in purposeful ways for learning. To manage the activity in a way which promotes ‘appropriate’ rather than ‘indiscriminate’ use of ICT. To integrate the learning from each activity to facilitate the development of students’ understanding of the topic. Classroom settings important

19. Role of teacher The teacher is the architect of the tasks which aim to deliver learning benefits. The teacher is the manager of the learning process by which pupils acquire the necessary skill with the software.

20. Professional development Beliefs - Does we believe that ICT can contribute to improved teaching and learning? Knowledge - which knowledge do we need? –Subject knowledge –Pedagogical knowledge –Pedagogical Content Knowledge (PCK) (subject specific pedagogical knowledge: rationale, curriculum, assessment, instructional strategies, student understanding) To accommodate ICT, to this we should add knowledge of how ICT may support the content to be taught and which pedagogical approaches are appropriate Skills – Operational – Procedural – Pedagogical

21. ICT for IST The ICT for Innovative Science Teachers project has been active in creating ideas for supporting professional development embracing the above elements of knowledge and skills. EU Project supported by a grant from the European Union within the Leonardo da Vinci Programme Lifelong Learning Programme 2009-1-PL1-LEO05-0546

22. Project result For specific topic applications, we identify properties and learning benefits – these contribute to expanding the knowledge base. We identify and discuss the skills involved in teaching these ICT applications. In addition, the project has given attention to pedagogical skills. Result - a modular in-service training course for science teachers with resources for introducing ICT into science lessons and advice on effective teaching approaches

23. Topic modules Software resources Resource guide

24. Topic modules 1.Introduction to Coach 6 2.Introduction to Insight iLOG 3.Introduction to Vensim 4.Motion and forces 5.Cooling and change of state 6.Electricity – concepts and circuits 7.Photosynthesis and respiration 8.Chemical reactions 9.Strong and weak acids 10.Bungee jumping 11.Thermal energy and the human body

25. Module structure Background theory Pre-requisite knowledge Science concepts developed in the module Other useful information Pedagogical context Common student difficulties Evaluation of ICT Teaching approaches Resources for activities C. Student activities A. IntroductionB. Didactical approach Exemplar activities for developing students’ skills and scientific reasoning Guidance on lesson planning strategies Software resources

26. Browsing through ICT for IST materials modules and Coach activities Looking into different (complementary) combination of ICT tools to investigate science concepts Hands - on

27. The ICT activities may be used in a variety of learning contexts allowing students apply their knowledge in a meaningful way Should be incorporated in the teaching throughout the science curriculum Different ICT methods can be combined to give complementary insights into science Ways of integrating

28. Provides many new opportunities: –new ways of teaching and learning, (in particular more student-centred style compatible with the constructivist view of learning) –new learning content. But the success of ICT depends on the actions of the teacher. Use of ICT in Teaching

29. Following Rogers model of a progression in the use of ICT: Non-user – Teacher may have personal ICT skills, but has not taught with ICT in the classroom Adopter – Teacher uses ICT materials as they come, when they fit in with the teaching program Adapter – Teacher modifies materials to suit different student groups and existing teaching style Innovator – Teacher develops and uses the ICT materials in a different context or novel mode of use Creator / mentor – Teacher creates new materials and/or fosters ICT use in colleagues At what level are you?

30. www.cma-science.nl Centre for Microcomputer Applications Thank you! ewa@cma-science.nl