Assessing Science for Understanding (CZ)

Training Module Based on Socio-cognitive Constructivism (CY)

European Dimension in Integrated Science Education (LT)

Development Procedural Skills in Science Education (BG)

Using Laboratory to Enhance Student Learning and Scientific Inquiry (TR)

Unit 1 - Constructivist Science and Laboratory Education Resources

Unit 2 - Constructivist Science Teaching Techniques

Unit 3 - Scientific Process Skills and Scientific Inquiry

Unit 4 - Meaningful Learning, Nature of Science etc.

Constructivist Science Teaching Techniques

• to foster a learning environment supporting conceptual understanding;
• to promote positive attitudes toward science learning.

Constructivist Teaching and Learning Models

Constructivism is an approach to teaching and learning based on the premise that cognition (learning) is the result of "mental construction." In other words, students learn by fitting new information together with what they already know. Constructivists believe that learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes.

Constructivist teaching is based on recent research about the human brain and what is known about how learning occurs. Caine and Caine (1991) suggest that brain-compatible teaching is based on 12 principles:

1. "The brain is a parallel processor" (p. 80). It simultaneously processes many different types of information, including thoughts, emotions, and cultural knowledge. Effective teaching employs a variety of learning strategies.
2. "Learning engages the entire physiology" (p. 80). Teachers can't address just the intellect.
3. "The search for meaning is innate" (p. 81). Effective teaching recognizes that meaning is personal and unique, and that students' understandings are based on their own unique experiences.
4. "The search for meaning occurs through 'patterning' " (p. 81). Effective teaching connects isolated ideas and information with global concepts and themes.
5. "Emotions are critical to patterning" (p. 82). Learning is influenced by emotions, feelings, and attitudes.
6. "The brain processes parts and wholes simultaneously" (p. 83). People have difficulty learning when either parts or wholes are overlooked.
7. "Learning involves both focused attention and peripheral perception" (p. 83). Learning is influenced by the environment, culture, and climate.
8. "Learning always involves conscious and unconscious processes" (p. 84). Students need time to process 'how' as well as 'what' they've learned.
9. "We have at least two different types of memory: a spatial memory system, and a set of systems for rote learning" (p. 85). Teaching that heavily emphasizes rote learning does not promote spatial, experienced learning and can inhibit understanding.
10. "We understand and remember best when facts and skills are embedded in natural, spatial memory" (p. 86). Experiential learning is most effective.
11. "Learning is enhanced by challenge and inhibited by threat" (p. 86). The classroom climate should be challenging but not threatening to students.
12. 1."Each brain is unique" (p. 87). Teaching must be multifaceted to allow students to express preferences (http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3const.htm).

Using ICT

Derek and Campbell, 2005 reports about ICT that; in the last few years there has been a shift from the use of science as a vehicle through which students learn to use ICT skills to the use of ICT skills as tools to assist learning in science. There has also been growing interest in the use of ICT to support whole class teaching and learning to complement ICT based activities for individual students. This has led to greater emphasis on the role of the teacher and recognition of the need for training to help them learn operational skills to use new equipment and software and, crucially, application skills to ensure that new technologies add value to learning (Derek and Campbell, 2005).

There is considerable evidence that learners are more highly motivated when their learning is supported by ICT. Newton and Rogers (2001) provide a review of claims and evidence. It is now recognized that (Derek and Campbell, 2005):

• ICT has a positive impact on teaching and learning in the classroom;
• students are more engaged in activities, they show increased interest and demonstrate a longer attention span;
• ICT can provide access to a huge range of resources that are of high quality and relevant to scientific learning.
• However, in some cases ICT resources are less good than conventional alternatives and do not add to learning;
• the multi-media resources available enable visualisation and manipulation of complex models, three-dimensional images and movement to enhance understanding of scientific ideas;
• ICT widens the range of material that can be used in teaching and learning to include text, still and moving images and sound, and increases the variety of ways that the material can be used for whole class and individual learning. This means that a teacher can go some way to meeting the needs of students with different learning styles. ICT also allows teachers with different teaching styles to modify materials and the way they are used in different and effective ways;
• ICT can improve the quality of data available to students. Information gleaned from the Internet can be more up to date, and data obtained from loggers can provide more frequent and more accurate experimental readings;
• Computers allow repetitive tasks to be carried out quickly and accurately so that more student time can be spent on thinking about the scientific data that has been generated;
• CT can extend learning beyond the constraints of a traditional teaching space. An activity started in one classroom can be continued in a different room later in the day or at home in the evening;
• ICT provides opportunities for science teachers to be creative in their teaching and for students to be creative as they learn.

A basic level of skills in the use of ICT hardware and software is required by all science teachers. The role of the teacher in using ICT in science is changing. When ICT facilities are brought into the science teaching space, the teacher becomes the main driver of ICT use.

Tasks (assignments)

1. What does “each brain is unique” mean?
2. What can you say about the effect of using ICT in science teaching?

Case Study

After getting information about students’ pre-knowledge; teacher began to explain the subject. But every student constructed his/her knowledge similarly but also in a different manner. Their emotions, culture was a bit different. But when the teacher began to use data show projection they could see the animations and this made the subject easy to comprehend.

Questions to Case Study

1. Can you explain why do every student constructed his/her knowledge in a different manner?
2. Do you think that the learners are motivated enough when their learning is supported by ICT?

Summary

Students learn by fitting new information together with what they already know. Constructivists believe that learning is affected by the context in which an idea is taught as well by students’ beliefs and attitudes. Effective teaching recognizes that meaning is personal and unique, and the students’ understandings are based on their own unique experiences. ICT provides opportunities for science teachers to be creative in their teaching and for students to be creative as they learn.

Frequently Asked Questions

What is the reason to use constructivism and ICT?

Answer the question above

Meaning is personal and unique and their experiences, emotions, feelings, attitudes affect their learning. The classroom climate should be challenging but not threatening to students. There is considerable evidence that ICT has a positive impact on teaching and learning in science education.

Next Reading

http://www.ncrel.org

http://www.ccm.ac.uk/ltech/cfet/materials/materials.asp The LSDA Information and Learning Technology (ILT) Materials Downloads are available. The entire collection of video software tutorials from the Ferl 16-19 Conference 2002, together with the conference content material are available at http://ferl.becta.org.uk/display.cfm?&resid=3784&showArchive=1

http://www.techdis.ac.uk TechDis is a JISC-funded service (Joint Information Systems Committee) which aims to enhance provision for disabled students and staff in higher, further and specialist education and adult and community learning. It has relevance for schools catering for 14-19 year olds and much of the advice it offers it applicable to all learners.

References

Denby D, edited by Campbell B. (2005) ICT in Support of Science Education, A Practical User’s Guide: 2005 Edition, edited by Campbell B; York Publishing Services Ltd. York, UK. ISBN 1 85342 711 X.

http://www.ncrel.org/sdrs/areas/issues/envrnmnt/drugfree/sa3const.htm

http://www.techdis.ac.uk