Chapter 10: Teaching Resources
Objectives:
1. Analyze computers and electronic technologies in science
instruction
2. Discuss several computer based systems for teaching
science by integrating multimedia and gathering data
3. Examine use of internet to support science instruction
4. Examine criteria for evaluating software resources
5. Discuss criteria for selection and use of textbooks
I.
Modern Technology for Science Instruction
A.
Technology Infusion
1.
2.
3.
Computers are cheap, trouble free, and powerful
Drill and practice use of computers is changing to their use as tools
to access information, analyze information, and communicating
Technology called for by state, national, community
a.
b.
c.
4.
Strategy for technology infusion (Ball, 1996)
a.
b.
c.
B.
Internet access
CD drive
Some computers with data acquisition probes, projection displays
Begin with vision, not machines
Use technology to do something different
Start locally and then go globally
Benefits of Technology Use (Collins, 1991)
1.
2.
3.
4.
5.
Shift from whole-class to small-group instruction
Shift from lecture and recitation to coaching
More engaged students
Assessment based on progress and effort rather than tests
Shift from verbal thinking to integrated visual/verbal thinking
II.
Uses of technology in science instruction
A.
Finding out
1.
2.
3.
Finding information is central to science
Reference software (CD-ROM’s) contain multimedia information
Simulation software used to find out about complex, dangerous, or
expensive processes
a.
b.
c.
4.
B.
Radioactive processes
Astronomy simulations
Predator/Prey relationships
Internet contains vast amounts of information
Analyzing
1.
Data acquisition software and probes help students find out about
laboratory processes
a.
b.
2.
Authentic representation of what scientists do
Allow greater accuracy and ease of data manipulation
Simulation of labs: virtual frog dissection kit
C.
Composing
1.
2.
3.
4.
D.
Communicating
1.
2.
3.
II.
Students use word processing more than any other software
Writing about science helps clarify concepts
Concept mapping software
Multimedia software like PowerPoint to organize text, pictures,
etc…
Ultimate science experience is communicating with others
Presentations to students, parents, etc…
Publishing to internet makes student work available to many
Computer-Based Instructional Systems
A.
Computer Based Multimedia
1.
2.
Computer links other media forms: management and display
Interactive Videodisc
a.
b.
Individualized sequence of audio/video in response to student
Can also be used for flexible whole-class instruction
3. Compact Disc
a. Same function as videodisc with computer control
b. Cheaper and more widespread since CD drives have become standard
4. Hypermedia
a.
b.
c.
d.
Computer-based format for linking information
Clickable links let user move from concept to concept
Matches model of how people learn
Hyperstudio lets student design their own hypermedia packages
5. Computer-Based Laboratories
a.
b.
c.
d.
e.
f.
g.
h.
Unlike simulations, actual data is collected with computer help
Data can be displayed in real time
Hundreds or pre-packaged labs are available
Consist of software, an interface, and sensors to collect data (p. 207)
Greatly simplified graphing an spreadsheet calculation
Calculator-Based labs are beginning to do the same thing (cheaper)
Expense, number of computers are limitations
Benefits are improvement of attitude, interest in lab (Adams, 1990)
III. The Internet and Science Teaching
A.
Email
1.
2.
3.
4.
Students can share data, contact the teacher, ask question, etc…
Reduces time to interaction; don’t have to wait until next day
Partner classes from other schools (www.epals.com)
Listserves = computer based mailing list; you can read or post
a.
b.
c.
5.
B.
Science related listserves (p. 209)
Subscribing and unsubscribing usually fairly simple
www.lizst.com or tile.net/lists/ provide many lists to sign up with
Newsgroups = same functions as listserve except you must logon
and there is no email clutter
World Wide Web
1.
2.
Hypertext linking of vast amounts of text, pictures, videos, etc…
Search engines are numerous and useful in finding content
a.
b.
Often get thousands of hits which is frustrating to wade through
May be better to start on central, teacher identified sites
3. Central Science Sites
a.
b.
c.
d.
Federally funded projects often organize data on given topic
NASA (www.nasa.gov) on space and space exploration
Eisenhower site on Math and Science education (www.enc.org:80/)
Frank Potter’s Science Gems (www.exploratorium.edu/)
4. Internet Activities, Projects, and Inquiries
a. Students have difficulty judging site credibility and synthesizing data
b. Involve students with other net experiences before full inquiry
c. Internet Activities
i. Bookmark or Download selected site
ii. Develop questions and activities for students to do
d. Internet Projects
i. Collaborative student groups working on real world problems
ii. Students do real science while increasing internet skills
iii. University researchers, government labs have developed projects
e. Internet Inquiries
i. Students seek answers to their own questions
ii. Gather, analyze, interpret information form internet
iii. Students should communicate findings via web or otherwise
IV. Selecting Quality Software and Multimedia
A.
Considerations for software
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B.
Is it accurate and current
Is the language clear and concise
Will it enhance motivation and maintain interest
Is the learner an active participant
Is the software of high technical quality
Can the developer provide evidence of its effectiveness
Is the program free from bias
Are the teacher’s guides of high quality
Are clear directions provided for installation and use
Does the program stimulate creativity
Considerations for web resources
1.
2.
3.
Is the content referenced? Is an author identified?
Is the publication peer reviewed?
Does the publisher have a bias? Special interest group?
V.
Evaluating Textbooks (Trowbridge, Bybee, and Powell, 2004)
A.
Use of textbooks in science education
1.
2.
3.
4.
5.
B.
How students use textbooks
1.
2.
3.
4.
C.
Historical method of science instruction since 1820s
Contrary to Learning Cycle approach (definition before exploration)
Should be used in combination with other inquiry methods
Textbooks are not inherently bad; most good teachers use them
Textbooks help you make efficient curriculum choices, but they
may not be the best curriculum choices
Give up own conception, adopt that of the textbook
Distorting text to make it compatible with prior knowledge
Focus on facts and memorization without conceptual change
Focus on vocabulary and details without conceptual change
How teachers should use textbooks
1.
2.
Direct students’ attention to important concepts (not vocabulary_
Challenge students’ thinking and misconceptions
3.
4.
5.
6.
Ask students to construct explanations of everyday phenomena
Probe student responses
Provide accurate feedback to students; don’t ignore wrong answers
Give alternative explanations to text that connect with student
misconceptions
7. Select other, non-text activities that create conceptual conflict and
encourage conceptual change
D. Selecting Textbooks
1. Content and organization
a. Logical organization, sequence of difficulty, grouping of topics
b. Accuracy and recentness of information
c. Emphasis on concepts and principles
2. Development of non-content objectives
a.
b.
c.
d.
Development of interests and attitudes
Attention to problem-solving skills
Attention to science process skills
Attention to role of science and technology in society
3. Experiments, demonstrations, and activities
a.
b.
c.
d.
Inquiry or verification approach
Student participation, activity, and investigation
Use of simple materials; degree of structure in labs
Emphasis on drawing conclusions from observations and experiments
4. Mechanical features of the textbook
a.
b.
c.
d.
Binding, size, durability, attractiveness
Size of type, readability, summaries, glossary, index
Illustrations, charts, graphs, captions
General ease of use
5. Authors
a. Qualifications (experience, education)
b. Quality of writing, interest, and readability
c. Purpose of book and intended use
6. Useful life
a. Copyright date, revisions, and reprintings
b. Nature of material, rate of obsolescence, years of usability
7. Rating the criteria
0 = book totally lacking in the characteristic
1 = occasional evidence of the characteristic
2 = greater evidence of the characteristic, but still below average
3 = reasonably frequent evidence of the characteristic
4 = excellent evidence of the characteristic
5 = superior in all aspects of the characteristic
E. Readability
1.
2.
3.
4.
5.
Probably the most important characteristic of a text
Reading levels are quite variable in a given class
Select a text that will meet a variety of students’ needs
Select a text at or slightly below the grade level of class
Readability = sentence construction, sentence length, vocabulary,
syllables, type of print, concept density
6. Several readability formulas exist, they won’t all agree
7. Fry’s Readability Graph is a simple method for classroom teachers