ICT for science education Current prospects and trends in research

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ICT for science education Current prospects and
trendsin research

• Reporter Chi-Jui Peng
• Graduate Institute of Learning Technology,National
  Hualien University of Education

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Outline

• Introduction
• Using computers in education
• Scientists as computer users
• Researching learning with ICT
• Promises, promises
• Simulation and modeling
• Computers as tools
• Communication
• Integrated approaches
• Future trends
• The advent of portable devices
• Reusability of resources
• Virtual reality
• Issues for research

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Introduction

• This chapter acknowledges the opportunities for
  learning and working in science with ICT.
• A number of uses of ICT in science education are
  also described and a variety of current research
  projects used to illustrate ways that science
  learners may use computers in the future.
• A final section considers the emerging issues for
  research which arise as a consequence.

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Using computers in education

• The properties of computers which have been used
  are
• Interactive possibilities
• Simulation and modeling
• Storage capacity
• Input and output devices
• Communication capacity
• The educational potential of simulations was
  quickly recognized for science.
• Microworlds were a particular class of
  simulations, polularized by Papert.

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Researching learning with ICT

• The properties of a medium dont determine the
  learning the takes place. (Laurillard 2003)
• Observing learners working with technology can be
  a very productive way of exposing ideas and
  leaning processes. (Scanlon 1990)
• Detailed observation of students using technology
  can reveal something about the learning process
  as well as providing information about how to
  reshape the design of instruction using
  technology.

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Promises, promises

• Studies of the effectiveness of computer-assisted
  instruction have been conducted periodically.
• So far, these dont show striking evidence of the
  benefit of incorporating ICT in science
  education.
• ImpacT2 study evaluating current uses of ICT in
  the school curriculum.
• National Grid for learning
• The huge levels of investment necessary for ICT
  have not had a large impact on learning outcomes.
  (Cuban 2001)?
• Cox summarizes the difficulties and attributes
  these, in part, to teachers losing faith in their
  own teaching expertise.

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Simulation and modeling

• The Conceptual Change in Science project studied
  the influence of science simulations on students
  development of scientific ideas. (Hennessy et al.
  1995)
• Niedderer et al. (1991) conducted a review of
  research evidence into the contributions of
  computer-based modeling to physics education.

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Communication

• The Kids as Global Scientists project (Songer
  1996).
• The Practical Experimentation by Access to Remote
  Learning (PEARL) project.

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Integrated approaches

• The Computer as Learning Partner (CLP).
• this work involved developing pragmatic
  pedagogical principles.
• engaging students in practical inquiry,
  encouraging them to build on their ideas,
  investigating personally relevant problems.
• developing a generalizable inquiry process
  suitable for diverse science projects.
• Real-time graphing and simulations of personally
  relevant problems made science ideas more
  accessible to students.
• Real-time graphing led us to consider additional
  ways to make thinking visible. (Linn and his
  2000).

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Future trends

• Future science education using ICT
• portability
• reuse
• virtual reality

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The advent of portable devices

• The use of handheld computers as flexible tools
  that can be adapted to suit the need of a variety
  of teaching and learning styles (Curtis et al.
  2002).
• The Electronic Guidebook project.
• The access to mobile web resources was received
  positively but users felt that the devices did
  interfere with their interaction with the
  exhibits.
• The unique affordances of handheld computers
  include
• Accessibility
• permanence
• immediacy
• portability

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Reusability of resources

• A large amount of work in the area of the
  definition of metadata to attempt to catalogue
  such resources as learning objects for easier
  description and reuse (Greenberg 2001 and Boyle
  2003).

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Virtual reality

• To visualize and manipulate objects that cannot
  be ordinarily seen in the real world, the
  capability of taking on different perspectives
  and providing a medium for presenting complex
  three dimensional concepts.
• (Crozier et al. 2000)

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Issues for research

• Five key features to review those using new
  communication technology
• reliability
• scaleability
• integration
• pedagogy
• evaluation
• portability
• The challenge is to make best use of the
  affordances provided by the technology while
  being mindful of, and minimizing, the effect of
  any possible associated disadvantages. (Thomas
  2001)