Technology in Science Education
Posted by Hilary Ritt on October 29th, 2007
Dr. Bell mentioned in the beginning of his presentation that in some ways technology is less important to science than other disciplines because we have so many hands-on and inquiry-based activities that do not require technology. In some cases technology actually takes the place of a “hands-on” activity (for example, using Starry Night instead of making observations of nature).
Do you see any problems or issues that might arise from students replacing activities that use lab equipment/skills (and require students to overcome some challenges of lab work) with technology-based activities? How would you advise a science teacher who wanted only to use simulations of lab activities in his/her classroom?
As I expected before coming school, I am learning various forms of IT in teaching in classes: Simulation, web interaction, audio/visual tools, and many kinds of digitized instruction. From several discussions on the ideal IT integrated instruction, I came to realize the role of teachers and the context of IT use. Technology seems to be a kind of raw materials waiting master’s touch. The teacher acts as a conductor of an orchestra to perform the harmonious music. Each instrument plays its own notes for the whole following the conductor’s order.
I think technology-based activities are same in classroom. Teachers need to decide in what contexts the activities are best for students. In lab activities, students have to practice some psychomotor skills of how to use measuring devices or lab instruments, which are difficult to acquire through computer-based simulation software. As an example of simulator training, pilot training consists of lectures, computer-based study, mock-up training (without motion), Simulator training (Full flight simulator), Air craft training (Real flight training), and line/route training (Actual line operation). The contents of knowledge and skills are repeated and added in different modes. In classroom, teachers have to introduce various learning activities to maximize the chance of learning
I would advise the teacher to find a balance between simulations and actual demonstrations/experiments. Although I have never taught science, I understand that there is value in both simulations and real-life activities. I think Hilary’s question is somewhat analogous to athletics. In almost every sport, for example, the coach (teacher) must find ways to instruct the athletes (students) by finding a balance between practices (simulations) and games (real-life activities). As a former athlete I learned a lot in practices, but probably learned more during game experiences. I realized that my game success depended on my practice effort. Likewise, I realized that my performance in competition also influenced how I approached practices. A good coach can not rely only on practices to help his/her athletes become successful. Efficient and effective practices, however, are critical to game success. It is the same way in a science classroom. The teacher must choose simulations that help to inform real-life learning that may take place in lab situations or other hands-on activities because a symbiotic relationship exists between both teaching strategies.
I met a professor at SITE last year who had extensive experience with simulations. He had made simulations for engineering students as a way to prepare them for their hydraulics lab. The expense of making a mistake and ruining the equipment in the “real” lab was too great, so the students learned how to adjust pressure, etc. in the simulation without the potential of breaking anything. This seemed applicable to K-12 as well, especially in labs where the resources are restricted to one per student, i.e. animal dissections. I have used simulations in a couple of different ways when teaching kids, and like each one of you, experienced some benefits and constraints. As Eddie mentioned, it’s much easier to complete multiple iterations of a science experiment (depending on what you are testint) in a virtual environment than it is in real time. I used to do some demonstrations with simple machines using Edheads.com, then I would let the students complete some of the activities independently. These served as a great advanced organizer for the classroom experiments we did later in the unit. Although I never used them with students, ExploreLearning.com also has great simulations for math and science..
I just added another period at the end of Curby’s post…I probably shouldn’t be allowed to do that…
As Jaeho mentioned, activities that require motor skills (such as the use of lab equipment, as in Chemistry) are not usually effectively simulated with traditional computer simulations. I think it’s still possible to achieve training of motor skills by using physical simulations that require physical interaction with the simulator environment (such as the full flight simulator Jaeho mentioned), or possibly by using wearable gyroscopic virtual reality equipment (such as a VR helmet, goggles, gloves, and maybe a body suit). Until we get to the “holodeck” from Star Trek, we are just going to have to either be bound by lots of cumbersome equipment, or have to do hybrid physical-computer simulations.
But as both Jaeho and Pat mentioned, the best use of simulations is in conjunction with actually performing the activity for real (not simulated). Simulations are good for introductory and developmental training, where the advantages that simulations offer (inexpensive iterations, a low risk environment, customizable and controlled environment) have the greatest impact. Ultimately, though, the purpose of a simulation is to prepare a student to perform the action for real — so actual performance is necessary as the final test. As Pat said, this “final test” may also be a learning experience itself (and therefore not so “final”).
Depending on the contents and objectives of instructions, teachers need to decide how simulation is used appropriately in their classes. Sometimes it is dangerous for young kids to manipulate on chemicals in a lab, which leads to an accident. If the experiment contains a possibility of causing injuries from the chemical reactions, simulation is a useful tool for replacing the hands-on experience. But if the objectives is developing motor skills (learn how to weigh things in balance, how to light and put out the alcohol lamp, how to read the scales of cylinder), lab work is necessary.
I think it will be important to balance the practicing the IT tools and using those tools for education purpose. Once the students are familiar with the tools they are using, the effect of education will be enhanced using those tool properly. In addition to this, the simulation as practice should represent the real situation for the student apply those what they learned by practice in real. If it is not transferred to real it will not be useful tool. The merit of using simulation or IT tools is that it can be transferred to real situation much better than traditional learning precess.
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