visualizing the possible: science teaching & learning in the age of web 2.0 and beyond nsta...
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Visualizing the possible:
Science Teaching & Learning in the age of Web 2.0 and beyond
NSTA 2010: Charting the Course to Excellence
Teaching Science in the 21st Century
Lynne Schrum
Technology & Science
Difference between ‘learning to be a scientist’ or ‘learning science’ (Bruner, 1996)
Not everyone will be a scientist; affordances help become scientifically literate citizens
Ability to do what we always have done better
Ability to do what we dream about
Capable, conscientious, concerned & optimistic, determined to succeed: 96 % say doing well in school is important
94 % plan to continue their education 90 % between 5-17 use computers 94 % teens use Internet for school research
> 3/4 are creators of content on Internet
Teens spend > time using Internet than TV
Our Students
Digital Natives
Parallel process and multi-task
Prefer graphics before their text
Prefer random access
Function best when networked
Thrive on instant gratification & rewards
Digital Natives, Digital Immigrants. Marc Prensky 2001
ISTE NETS – Students
1997
Basic Operations/Concepts
Social, ethical, human issues
Tech Productivity Tools
Tech Communication Tools
Tech Research Tools
Problem solving/decision
making
2007
Creativity & Innovation
Comm & Collaboration
Research & Info Literacy
Critical thinking, Problem solving, & decision making
Digital citizenship
Tech operations/concepts
Partnership for 21st Century Skills
Standards must reflect more than content
Necessary to assess 21st century skills
Teachers must be trained & supported
ICT literacy is ability to develop 21st Century content, knowledge & skills
Content includes global awareness, financial literacy, civic literacy & health awareness
Targeted, sustained investment in R & D
TEACHING IS A COMPLEX ACTIVITY THAT DRAWS ON MANY KINDS OF
KNOWLEDGE
Pedagogical Content Knowledge
The ways of representing and formulating the subject that make it comprehensible to others.
C P
C P
T
Technological Pedagogical Knowledge
Technological Content
Knowledge
Pedagogical Pedagogical Content KnowledgeContent Knowledge
CONTE
XT CONTEXT
CONTEXT
CONTEXT
TPACK & Science
NRC’s framework: life sciences, earth & space sciences, physical sciences, engineering & technology
more limited # of core ideas; students learn in greater depth
science learning: “ongoing developmental progression”
integration of content knowledge with practices for scientific inquiry & design
Question: With endless new
tools and possibilities, what are educators doing to engage & prepare their learners?
Web 2.0 Collage logos Originally uploaded by premiardiego
Advent of Web 2.0
First, a little introduction… Growing collection of new, emerging web-
based tools Not “find and use information” but online tools
that interact, enhance, morph, and evolve Similar in function to desktop applications, Using browsers – not installing on computers. Tools are free and available to all; Some social & promote self-expression - social
networks, blogs, wikis, photo and video sharing sites, and more
Compare: Old & New WebWeb 1.0 Web 2.0
Application based Web-based
Isolated Collaborative
Offline Online
Licensed or purchased Free
Single creator Multiple users
Proprietary code Open source
Copyrighted content Shared content
Use of Web 2.0 Tools
Podcasts for news, TV, radio, interviews, entertainment www.ibizradio.com
Wikis for idea generation, information sharing and updates; Key Issues for Teachers/students (http://teacherlibrarianwiki.pbwiki.com/)
Blogs by/for learners and teachers to share, build, collaborate, create
http://www.go2web20.net/
Wikis
Joint wiki-10th graders in GA & Bangladesh; impacts of Friedman’s global flatteners: globalization, open-source, off-shoring.
Applied Math Wiki Solutions Manual; students write collaborative solutions manual (http://am40s.pbwiki.com/)
Science Wikis
http://sciencecafe.wikispaces.com/
http://www.eoearth.org/article/Student_Scie
nce_Communication_Project
http://biowiki.org/
http://allanah.wikispaces.com/Science+Wiki
Blogs (webblogs)
Personal commentaries on issues the author deems important; text, images, and links
The Thinking Stick (http://jeff.scofer.com/thinkingstick),
Cool Cat Teacher (http://coolcatteacher.blogspot.com/)
A Difference (http://adifference.blogspot.com/)
Technology Directors: Around the Corner (
http://www.edsupport.cc/mguhlin/blog/) and The Strength of
Weak Ties (http://jakespeak.blogspot.com/)
Principals: Education/Technology (http://tim.lauer.name/)
Science Blogs
Applied Science Research course for students’ understanding of concepts (http://www.appliedscienceresearch.blogspot.com)
http://scienceblogs.com/ http://www.sciencewithme.com/blog/ http://www.science20.com/ http://www.donorschoose.org/donors/motherboa
rd.html?motherboardId=16
Podcasts8 grade students produce “The
Amazing Internet Radio Station”Honors chemistry students create
podcast about wide variety of topicsMuseums create podcasts that prepare
students for upcoming visits, or explain exhibits
Science Podcasts
http://www.scienceupdate.com/podcast.php
http://www.scientificamerican.com/podcast/
http://www.thenakedscientists.com/HTML/podcast
s/listen/
http://www.podcastdirectory.com/format/Science
Other tools
Social bookmarking: shared lists of user-created bookmarks categorized- Del.icio.us (http://del.icio.us/)
Video editing: Jumpcut (www.jumpcut.com) Eyespot (www.eyespot.com), Grouper (www.grouper.com) and VideoEgg (www.videoegg.com)
Try Common Craft videos on using Web 2.0 tools
And more: Mashups Intel MashmakerBuild mashups on-the-fly - combine content from
multiple sources such as web content, videos, maps, RSS feeds, photos, and display in one place
Widgetbox: Mix and match content from two or more sites to create something entirely new; example: Flash Earth (www.flashearth.com), a mashup of Google Maps and Virtual Earth satellite imagery
We know a little @ learning
Research shows teaching with nonlinguistic activities (graphic organizers, mental images, & movement) helps to improve students’ understanding of content (Marzano)
Research concludes cooperative groupwork leads to learning gains & higher student achievement. This increased student interaction leads to more learning & great content retention (Cohen)
Examples of Students’ Work 6th gr science students create podcasts on
complex concepts (plate tectonics, glaciology, limnology) for colleagues/ study guides
Students write/share rap songs @ elements of Periodic Table
Schools use Web 2.0 tools to create online newspapers w/stories, blogs, and podcasts
A GA teacher creates ‘Studycasts’ to help students prepare & podcasts to demonstrate learning outcomes.
Multi-user virtual environments (MUVEs)
Epistemic Games Players learn ways of epistemologies of digital age
Learning in digital age; develop domain-specific expertise under realistic constraints
Experience thinking & acting as journalists, artists, or engineers to solve realistic complex tasks
Professional practicum: blend of individual & collaborative work in real-life & virtual settings
MUVE example River City Project: interactive, middle grades
science, learn scientific inquiry & 21st century skills.
Content from NSTA, NETS, & 21st Century Skills Virtual 19th century town plagued by disease Students work in teams, study materials, develop
hypotheses Examine documents & photographs, visit
hospital & interview experts Virtual agents provide guidance; students
determine approach
Another MUVE
Quest Atlantis (http://crlt.indiana.edu/research/qa.html), (ages 9 to 12)
Poor leadership led to disaster in city; students are invited to help
Quests require environmental study, interviewing members of the community, studying other cultures, and developing action plans
Research on Virtual Environments
Ketelhut (2007) results “suggest embedding science inquiry curricula in novel platforms might act as a catalyst for change in students’ self-efficacy and learning processes” (p. 99).
In 2 studies of Quest Atlantis, sixth grade students made “larger gains in understanding and achievement” than in classes that used expository text to learn the same concepts and skills (Hickey, Ingram-Goble, & Jameson, 2009, p. 187).