SUPPORITNG INQURIY
Learning technologies. Students can use learning technologies to support various aspects of inquiry. The learning technologies we target to use mirrors those used by scientists but are designed for learners (Krajcik, et al., 2000, Edelson et al., 1999; Reiser et al., in press). Learning technologies can help students and teachers communicate, explore phenomena, find information, conduct investigations, analyze and visualize data, develop products and communicate with others. We have targeted some technology tools, others will be added (see Table 1; these applications are available at the linked websites).
Table 1: Target Learning Technologies
Technologies
|
Function
|
Inquiry Support
|
| Artemis | Supports on-line search and information gathering and evaluation using the Middle Years Digital Library collections. | Information gathering and evaluating
|
| Probes and interfacing boxes | Probes allow students to collect and visualize experimental data. When connected to portable devices like Palms, probes allow students to collect data outside classroom.
|
Data gathering |
| Data Visualization | Supports students as they examine relationships and patterns in self-collected data and data gathered from on-line sources
|
Data visualization and
analysis |
| eChem | 3-D molecular visualization tool; allows students to easily build 3 dimensional representations of complex molecules.
|
Molecular visualization
|
| Model-It | Modeling tool for dynamic systems; allows students to easily build, test, and evaluate dynamic qualitative models.
|
Dynamic modeling |
| Galapagos Finches | Galapagos Finches supports students in looking for relationships and trends in a rich ecosystem database.
|
Data visualization and
analysis |
| NetLogo |
Netlogo is a multi-agent simulation environment that allows students to observe the effects of manipulating variables characterizing complex systems.
|
Dynamic modeling |
| Progress Portfolio | Support tools that help students document, manage, and communicate results from data rich investigations. | Data management and communication
|
We do not use computer applications simply to expose students to computers. Classroom time is too precious to waste on meaningless activities. To involve students in authentic inquiry, we need to provide them with more powerful tools than have been traditionally available for students, so they can access, analyze, and interpret scientific data. We have developed scaffolded tools that do more than bring scientific software into classrooms. We use learning technologies to enhance the learning of science and allow students to take part in inquiry that would not be possible without these tools. The use of probes to collect real time data, modeling tools to help students make connections between ideas, visualization tools to help students analyze data and see trends, and the World Wide Web to access scientific data can foster the learning of science. Students use these tools repeatedly so that they become a routine part of their scientific practice. For instance, the states of matter unit might use of temperature and pH probes to collect data. Software will allow students to see graphical representations of their data. Previous research indicates that real time graph can promote student understanding (Mokros & Tinker, 1987).
The best model for the use of technology is two students per computer. Two students per computer offers many advantages in discussing and making sense of the task as well as in experiencing the phenomena or representation. Schools are increasingly procuring the appropriate hardware and computer infrastructure, but do not have curriculum to make use of the hardware. That said, the materials will explore several options of making use of technology -- whole class (2 students per computer), half class (enough computers so that half the class can access the technology with 2 students per computer) and the one computer classroom.