CASE STUDIES IN USE OF EDUCATIONAL TECHNOLOGY in SCIENCE EDUCATION
illustrating general guidelines for use of technology for education
Case 1a.i. Unanticipated consequences in systems of feedback where there is time delay
illustrating guideline 1, Use computers "To extend thinking of students." Sub-guideline a. "Use computers first and foremost to teach or learn things that are difficult to teach or learn with pedagogical approaches that are not based on computers."
Feedback occurs when a change in one variable -- say, the message the thermostat sends to the furnace to pump out heat -- leads to a change -- the increase in room temperature -- that eventually counteracts the original message. When multiple feedbacks interact or when there is a time delay in the feedback, there are often unanticipated consequences. The best software for exploring this is STELLA, which implements the System Dynamics framework developed at MIT by Jay Forrester and made famous by the 1972 global futures modeling study, The Limits to Growth (Meadows et al. 1972). Thinking about feedback and learning how to model it using the software does not come easily for many of us (High Performance Systems 1997; Richmond 1993), but STELLA learning laboratories, such as "Food chain," provide an entry-point.
Students' thinking can also be introduced to unanticipated consequences from feedback through activities using spreadsheets, preferably preceded by a powerpoint and pencil-on-paper introduction. Two examples suitable for college or advanced secondary students:
References
High Performance Systems, Inc. (1997). "Five learning processes: The role of systems thinking and the STELLA software in building world citizens for tomorrow," in STELLA: Introduction to System Thinking Guide. Hanover, NH: High Performance Systems.
Meadows, D., D. L. Meadows, J. Randers and W. W. Behrens (1972). The Limits to Growth. New York, NY: Universe Books, 157-197.
Richmond, B. (1993). "Systems thinking: Critical thinking skills for the 1990s and beyond." System Dynamics Review 9(2): 1-21.
Case 1a.ii. Virtual plant and animal breeding
illustrating guideline 1, Use computers "To extend thinking of students." Sub-guideline a. "Use computers first and foremost to teach or learn things that are difficult to teach or learn with existing -- not computer-based -- pedagogical approaches."
Real plant and animal breeding requires a lab, materials, time, and practical experience. BioQuest Genetic Construction Kit (GCK) is a no-frills program from the mid-80s that allows students to explore fruitfly breeding and Mendelian genetics in a virtual lab. GCK follows the 3Ps model of student learning (Peterson and Jungck 1988) involving Posing problems (how to cross flies to expose the genes involved), Problem solving (how to explore, experiment, record results, analyze them and proceed accordingly), and Peer Persuading (to show you really understand).
The 3Ps model has been implemented in GCK and a range of biology education software compiled by the BioQuest consortium at Beloit College, Wisconsin and is promoted through their newsletter and summer reisdential workshops for high school and college teachers. Bioquest "encourage[s] the use of simulations, databases, and tools to construct learning environments where students are able to engage in activities like those of practicing scientists."
- Guide to a GCK lab
- Email reflection after running the GCK lab on the possibility of adding two Ps -- select Phenomenon and detect Patterns -- before the 3Ps so that students have a fuller experience of being a scientist.
- Publications based on more experience in using the GCK software: Cartier and Stewart (2000), Eisenhart and Finkel (1988)
References
Cartier, J. L. and J. Stewart (2000). "A modeling approach to teaching high school genetics." BioQuest Notes 10(2): 1-4, 10-12.
Eisenhart, M. A. and E. Finkel (1998). "Learning science in an innovative genetics course," in Women's Science: Learning and Succeeding from the Margins. Chicago: University of Chicago Press, 61-90.
Peterson, N. S. and J. R. Jungck (1988). "Problem-posing, problem-solving, and persuasion in biology." http://www.bioquest.org/note21.html
Case 1c.i. Problem-based learning, which uses scenarios or cases to engage students in investigation and learning, building on their prior knowledge and particular interests
illustrating guideline 1: Use computers "to extend thinking of students," Sub-guideline c. Model computer use on best practices to ensure learning without computers."
and guideline 2: Use computers "to facilitate group interaction"
Lifelines Online (LLOL) develops case-based teaching materials for two-year colleges that should be readily adaptable for upper level high school biology courses.In addition to 40 cases in the areas of Anatomy and Physiology,
Cellular Chemistry,
Ecology & Environmental,
Microbiology,
Molecular Biology & Evolution,
Reproduction & Genetics, and Zoology,
LLOL provides guidance on Planning for Case Based Learning, Generating Ideas for Cases, Writing the Case, Assessing Cases for Learning and Teaching, and Sharing Your Cases.
Note: PBL cases involve substantial investigation and group interaction that is not dependent on computers, but are included in these case studies in the use of educational technology because most PBL cases now make good use of the internet and other computer tools.
Case 1c.ii. GenTech's "Einstein's Sisters" project to maintain the interest of middle school girls in traditionally male-identified areas of computer use.
illustrating guideline 1: Use computers "to extend thinking of students," Sub-guideline c. Model computer use on best practices to ensure learning without computers."
E.g., if you have ways to maintain the interest of girls in traditionally male-identified areas of science and technology, then use them in maintaining the interest of girls in computers
Einstein's Sisters project (1997-99) worked with a small group of girls separate from boys and involved discussions about their views of technology as well as their changing image as computer users. Female parents and teachers were also helped. After the girls had gained confidence, they went on to teach peers.
References
de Castell, S., M. Bryson and J. Jenson (2001). "Object lessons: Critical visions of educational technology." http://www.educ.ubc.ca/faculty/bryson/ObjectLessons.html (viewed 8 Mar. 2001).
Case 1d. Activities based around Computer Projections of Population Growth
illustrating guideline 1: Use computers "to extend thinking of students," Sub-guideline d: Incorporate activities that identify constraints and keep alternative ways of thinking in mind, remembering that computers, like all tools, constrain at the same time as they enable.
Word document describing a class involving pencil and paper, use of spreadsheets, class simulation, discussion, and textual interpretation.
Case 2a. Software from Tom Snyder Productions, whose slogans are "teaching in the one-computer classroom," and "software for teachers who love to teach"
illustrating guideline 2: Use computers "to facilitate group interaction... by freeing teacher from the bookkeeping part of class activities"
- Tom Snyder Productions website
- Decisions, Decisions activity on the Environment The instructions and booklets that accompany the software result in more structured activities than problem-based learning (see Case 1c.i), but there is ample scope for students to explore a range of options and viewpoints on the case.
References
Snyder, T. (1994). "Blinded by science." The Executive Educator (March): 1-5
Tom Snyder Productions (n.d.). Great Teaching with Technology: Resource Guide.
Case 3. Science visualization applets and software
illustrating guideline 3: Use computers "to enhance communication of knowledge" with an emphasis on "teach[ing] or learn[ing] things that are difficult to teach or learn with pedagogical approaches that are not based on computers."
Steve Ackerman, of the UMB Biology Dept., has assembled freeware and files for his students that help them visualize, for example, the 3D structure of biological chemicals -- something that is difficult to demonstrate on a 2D board.
Principles of physics illustrated on the WWW using interactive java applets.
Virtual animal dissection software. If dissection materials are too expensive or students resist dissection of animals, then virtual dissection software offers a substitute (e.g., Dissection works).
InterActive Physiology -- exploration of physiological concepts and processes.
Bookmarks to active learning and visualization sites