Learning Science With Technology
Sonja Brooks
CEP 806 - Fall 2010
CEP 806 was divided into 3 modules to challenge our thinking about using technology in the classroom, not just to use technology, but to use it in a way that really made a difference in the students learning experience.
All modules contained research on the topic, a personally designed inquiry based report, and a presentation of our findings in a unique technological way.
All modules contained research on the topic, a personally designed inquiry based report, and a presentation of our findings in a unique technological way.
Module 1
Topic:
Finding and Using Internet Information
Inquiry Design:
I wanted to find out how first graders view information on the web. What do they look for in a good source, what is useful to a first grader? I pre-selected 3 websites about weather.
1. www.weatherbug.com
2. www.theweatherchannel.com
3. www.theweatherchannelkids.com
Using our smarboard we began our wetaher unit looking at each of these sites. We explored by reading the information and clicking links. I posed questions to the class to get them thinking about the information they were viewing and how it related to them as learners.
Results:
My results were compiled using PowerPoint, a presentation as seen below.
Topic:
Finding and Using Internet Information
Inquiry Design:
I wanted to find out how first graders view information on the web. What do they look for in a good source, what is useful to a first grader? I pre-selected 3 websites about weather.
1. www.weatherbug.com
2. www.theweatherchannel.com
3. www.theweatherchannelkids.com
Using our smarboard we began our wetaher unit looking at each of these sites. We explored by reading the information and clicking links. I posed questions to the class to get them thinking about the information they were viewing and how it related to them as learners.
Results:
My results were compiled using PowerPoint, a presentation as seen below.
| sonja_brooks_-_inquiry_1.ppsx |
Each Module was also combined with readings and research on the topic. Below you will find a sample of the type of reflections completed for each module. The file you will be viewing is from Module 1 called, Appreciating the Readings.
| sonja_brooks_-_appreciating_the_readings_1.docx |
Module 2
Topic:
Simulations Vs. The Real Deal
Inquiry Design:
Using a free internet simulation for first graders called Describing Matter, I compared students learning from the simulation to a hands on classroom experience. I designed the hands on experience to follow the same exact steps as the simulation.
Student learning was assessed after the students completed one of the experiments and again after they had completed both types. Some students completed the simulation first while some completed the hands on experiment first and then they switched roles.
Results:
My results were compiled and presented in a podcast that was unfortunately lost when my computer hard drive crashed. I found that assessing the children after the first experiment results were generally even across the board. Some students did very well with the simulation while others thrived in a more hands on classroom experience. All children, as expects, did better after they completed both experiments. Below you can browse survey results taken by the students after they completed the activites.
Computer Simulations can give students experiences they might otherwise not have. If the materials are not available for a hands on experiment a computer simulation is an excellent way to provide that experience. When at all possible, doing both types of experiment is extremely benneficial for students learning and recall of information.
Topic:
Simulations Vs. The Real Deal
Inquiry Design:
Using a free internet simulation for first graders called Describing Matter, I compared students learning from the simulation to a hands on classroom experience. I designed the hands on experience to follow the same exact steps as the simulation.
Student learning was assessed after the students completed one of the experiments and again after they had completed both types. Some students completed the simulation first while some completed the hands on experiment first and then they switched roles.
Results:
My results were compiled and presented in a podcast that was unfortunately lost when my computer hard drive crashed. I found that assessing the children after the first experiment results were generally even across the board. Some students did very well with the simulation while others thrived in a more hands on classroom experience. All children, as expects, did better after they completed both experiments. Below you can browse survey results taken by the students after they completed the activites.
Computer Simulations can give students experiences they might otherwise not have. If the materials are not available for a hands on experiment a computer simulation is an excellent way to provide that experience. When at all possible, doing both types of experiment is extremely benneficial for students learning and recall of information.
Module 3
Topic:
Engaging in scientific activities in different context.
1. Face to Face
2. Synchronous Chat
3. Asynchronous Threaded Discussion
Inquiry Design:
Working through different types of communication to complete scientific tasks.
Results:
The results and descriptions of the tasks are compiled in the video below.
Topic:
Engaging in scientific activities in different context.
1. Face to Face
2. Synchronous Chat
3. Asynchronous Threaded Discussion
Inquiry Design:
Working through different types of communication to complete scientific tasks.
Results:
The results and descriptions of the tasks are compiled in the video below.
