I’ve added a new page with contains my eFolio Summary – a reflective analysis and synthesis of the topics covered in the blog.
Doug
Apr 112012
Mar 112012
We began our third module of ETEC 533 by examining visualization tools for math and science. We’ve now collaboratively collected a fairly large collection of software visualization tools, most of which pertain to science. These vary from small java scripts to youtube video, to more complex web software and downloadable software.
I opted to share two resources that I found. The first was one that I found specifically for this ETEC 533 task. Previously I was aware of McGraw Hill’s Anatomy and Physiology Revealed software, but without any demo or web software to show, it was difficult to show off to my peers. I dug a big deeper into this idea of virtual cadever, and came across Zygotebody, is a virtual cadaver program that allows the user to peal away layers of a virtual human, to investigate the anatomy. I believe Zygotebody may have been purchased/taken over by google. The second resource I shared was the software program the Universe Sandbox, a program that performs visual simulations of celestial bodies moving and orbiting in space.
ZygoteBody
The Significance
While I like playing around with the virtual cadever, I initially had to think really hard as to the significance of a it from an educational point of view. I suppose there are some obvious uses in post-secondary biology/physiology courses, as Maza (2010) shows that using virtual cadavers can be equally effective when compared to using real cadavers, when teaching human anatomy. In these terms, the importance of a virtual cadaver is clear, because of cost, space, availability and logistics issues when using human cadevers. However, I’m more interested in secondary school science – my hunch is that Grade 8 science in BC could certainly take advantage of the simulators though, as part of the unit on “Body Systems.”
I believe the visual representation for grade 8 students when using a virtual cadever could be significant. Keyser (2010) showed that high school students made significant gains in anatomical understanding when using a simulation compared to not using a simulation. In particular, she found that the students have a difficult time visualizing and understanding the relationship between the cardiovascular system and respiratory system. By using the simulation, students demonstrated better knowledge recall as well as knowledge involving connections and analysis.
The Extension
I think that it stands to reason that virtual cadavers help in multiple ways. First, there is the real-life visual of human anatomy as compared to looking at a coloured image in a book. This could stimulate learning by increasing engagement, or by giving added perspective on relative size and 3D shape. While there are excellent detailed textbooks on the market, high school students will have very little practice with visualizing 3D shapes from 2D information. Geometry in math could very well be the only other time this skill is taught or used. Secondly, the cadavers help with recognizing interactions between organs and body systems, as mentioned above. Thirdly, the progress of layering (or peeling of layers) gives the user an experience of dissection that cannot be delivered from a textbook. While I personally don’t give much weight to the idea of “kinetic learners” via Gardner’s Multiple Intelligences, nonetheless research shows a real phenomena (Kaya et al., 2007) and a virtual cadever would therefore be of value.
Use
Virtual cadavers could be used in a computer lab for human body systems and anatomy lessons. Perhaps a lesson could incorporate constructivist methodologies by placing the simulation with the context of a WISE project or TPCK framework. A T-GEM learning cycle could be initiated with the class could be given a list of organ sizes, and the students then have to explore the body and figure out which organ is which while focusing on size factors. The students could then try to find other properties of body systems, such as interconnections.
Universe Sandbox
The front page of the website for the Universe Sandbox contains a nice youtube video that demonstrates some of the simulations.
The Significance
Having taught a unit on Space in grade 9 science this year, I don’t know how many times I was asked questions like, “what would have if the Sun disappeared for an hour?” Well, with the Universe Sandbox the students can experiment with this.
What the Universe Sandbox allows is for students to use their imagination and inquiry to experiment and play with the universe. We didn’t use it formally in class, but I showed it to the students and I know that several installed it on their computers and played with it. The Universe Sandbox lets students move outside of a static realm of presentation and use creativity to see connections between cause and effect. Whereas celestial movements are the way they are because of our laws of physics, the Universe Sandbox lets us explore the possibility of alternative scenarios.
I can imagine the Universe Sandbox playing an integral part of a SKI learning cycle, or perhaps a T-GEM cycle.
BTW, the Universe Sandbox is not free but there is a demo.
References
Kaya, O. N., Dogan, A., Gokcek, N., Kilic, Z., & Kilic, E. (2007). Comparing multiple intelligences approach with traditional teaching on eight grade students’ achievement in and attitudes toward science. Online Submission. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED500722&login.asp&site=ehost-live
Keyser, D. (2010). A comparative analysis of student learning with a collaborative computer simulation of the cardiopulmonary system. Online Submission. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED509520&site=ehost-live
Maza, P. S. (2010, January 1). Comparison of gross anatomy test scores using traditional specimens vs. quicktime virtual reality animated specimens. ProQuest LLC. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED521352&login.asp&site=ehost-live
Mar 032012
I thought I would put my synthesis thoughts on the TELEs up on my blog, as they represent a culmination of learning and analysis of 4 pedagogical methods and curriculum tools that each significance to today’s classrooms.
Pedagogy
The four TELE that we have examined all have a distinct focus on student-centered, constructivist pedagogy. While it is possible to distinguish between the four pedagogies and their particular learning paradigms, in many ways the methodologies have similarities. Learning for Use (Edelson, 2001), inquiry (Linn, Clark, & Slotta, 2003), and T-GEM (Khan, 2007) each have a distinct cycle of learning, with T-GEM specifically emphasizing its cyclical model. Jasper (“The Jasper experiment,” 1992) is a bit different in its approach. While maintaining strong constructivist pedagogy, its Problem Based Learning is not nearly as formalized as the other three. However, the goals of each remain the same: each TELE inspires students to explore science in not only meaningful settings but in a concrete manner. Japser’s problems, WISE analysis paradigm, MyWorld’s data exploration and Chemland’s simulations all strive to offer students real-life situations and contexts. It is worthy to note the striking difference between the environments provided in each TELE, as opposed to the attempts at pedagogy in a book, as promoted by textbook publishers. The former is undoubtedly realistic, whereas the latter is pseudo real life, at best.
Technology
Each TELE also shares in offering a technological solution that can be implemented within a variety of educational communities, with little to no requirements for special devices or hardware. While there will be variable costs associated with each TELE, I imagine that the limiter for each TELE would be availability in computers. It remains to be seen how well public education will invest in personal computers in schools, as there is a strong drive for implementing mobile devices within a BYOD (bring your own device) mandate. In this sense, the future success of the TELE, and MyWorld and Chemland in particular, are at the political table of educational funding. As students of educational technology, we not only should consider the frameworks and theories of the technologies that we encounter but also relate them to our working environments. In this sense, I think it’s reasonable to see all four TELE in the same light of ease of implementation, but be aware of the restrictions in actually apply the technology to their full extent.
Implications
It is easy to see how my exposure to the four TELE will affect my teaching. While I am constrained by resources and technology, partly as mentioned above, the TELEs themselves validate their operational frameworks. This allows me to confidently adapt a TELE and apply it to my own classroom practice. For example, a WebQuest (Dodge, n.d.) can be modified using the scaffolded knowledge integration framework from WISE (Gobert, Snyder, & Houghton, 2002) to achieve an experience similar to a WISE project.
Dodge, B. (n.d.). WebQuests. Some Thoughts About WebQuests. Retrieved February 25, 2012, from http://webquest.sdsu.edu/about_webquests.html
Edelson, D. C. (2001). Learning-for-use: A framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 38(3), 355–385.
Gobert, J., Snyder, J., & Houghton, C. (2002). The influence of students’ understanding of models on model-based reasoning. Presented at the Annual Meeting of the American Educational Research Association (AERA), New Orleans, Louisiana. Retrieved from http://mtv.concord.org/publications/epistimology_paper.pdf
Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877–905.
Linn, M., Clark, D., & Slotta, J. (2003). Wise design for knowledge integration. Science Education,87(4), 517–538.
The Jasper experiment: An exploration of issues in learning and instructional design. (1992).Educational Technology Research and Development, 40(1), 65–80.
Mar 032012
The T-GEM learning cycle and how it is applied to science education might be the most applicable and easy to implement of the 4 TELEs we studied. Our class was tasked with developing a lesson/unit utilizing T-GEM, and for my T-GEM cycle, I decided to introduce the concept of parallel circuits for grade 9 science. This topic is known to contain common misconceptions (Ipek & Calik, 2008). The simulation will get the students to probe their understanding, make a prediction, observe a discrepant event, and then come back to their original model and restructure it. The simulation used is the Circuit Construction Kit (DC Only) from PHET (University of Colorado) http://phet.colorado.edu/en/simulation/circuit-construction-kit-dc
- Generate
- Introduce circuits
- Demonstrate a simple circuit with a battery and light bulb
- Introduce a second light bulb in series and see bulb’s light diminish
- whiteboard activity where students build a conceptual qualitative model of current resulting in energy emission (light)
- Introduce circuits
- Evaluate
- Introduce and explore a computer simulation where students build a parallel circuit with guidance. Discrepant event: students will anticipate that bulb light will diminish but it doesn’t.
- Modify
- Ask students to reconsider their original model. Play with simulation and come up with new conceptual / qualitative model
- Present Kirchoff’s Law and see if it matches new models built by students.
Ipek, H., & Calik, M. (2008a). Combining Different Conceptual Change Methods within Four-Step Constructivist Teaching Model: A Sample Teaching of Series and Parallel Circuits. International Journal of Environmental and Science Education, 3(3), 143–153.
Jan 232012
I have added a page containing my interview analysis.
Reflecting upon the process of the interview…
In addition to the analysis below, it is notable as to how quickly a 30 minute interview passes. While the excerpts don’t reflect the timing during the interview, I had to rush the last three questions because I didn’t want to use more than 30 minutes of my interviewee’s time.
The format for the interview was by chat, conducted and recorded within Elluminate. This format simplifies the process of transcription and allows the interviewee to interact with considered responses. However, I think the time that it takes for entering in questions and responses means that the interview is somewhat time inefficient. A verbal interview would allow more time for better probing and questioning.
For more information on the interview, please visit http://www.physicsoflearning.com/etec533/interview/